Grade 13 · a vocational technology learning center, by urbanicity

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Technology & Design · course plan

⚠ Pending professional review

This course plan, its lessons and its assessments has not yet been verified by an industry-certified professional or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.

VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.

Electronics / Telecom Technician

9 courses · 1,350 clock hours · 9 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

~~$13,195~~ COMPLIMENTARYprogram tuition

9courses

79lessons

1,350hours

31assessments

Development progressPlanCourses, lessons and assessments written for this tradeLessons79 of 79 lesson pages writtenPractice632 practice questionsResources120 reference entries (study list)Review0 lesson pages reviewed by a licensed professional

Study now: 79 lesson pages are open (lesson titles below are links).

TEC-ELEC48-01 Universal core

Universal Core: Safety, Math, Communication & Career for Electronics and Telecom Technicians

148 hr · ~~$1,185~~ COMPLIMENTARY

This course establishes the foundational knowledge and professional habits every electronics and telecom technician must possess before entering a shop or field site. Students complete OSHA 10-Hour General Industry training, first aid and CPR certification, trade mathematics, technical reading, and digital tools practice, all contextualized to electronics and telecom work. The course closes with career-readiness skills including resume writing, workplace communication, and an orientation to the ETA CET, ETA FOI/FOT, and BICSI Installer credentialing pathways.

Outcomes

Demonstrate compliance with OSHA 10-Hour General Industry hazard recognition requirements and apply lockout/tagout and PPE selection procedures for electronics and telecom worksites.
Perform first aid and CPR following current American Red Cross or American Heart Association guidelines and describe the correct emergency response sequence for an electrical shock victim.
Solve trade math problems involving unit conversion, Ohm's Law, decibels, and signal loss calculations at an accuracy of 80 percent or better.
Read and interpret technical documents including safety data sheets, equipment datasheets, wiring diagrams, and job specifications relevant to electronics and telecom work.
Use digital tools — including a scientific calculator, a computer-aided documentation platform, and basic spreadsheet software — to organize and communicate technical information.
Prepare a professional resume and cover letter targeted to an entry-level electronics or telecom technician position and articulate the purpose and structure of the ETA CET, ETA FOI/FOT, and BICSI Installer credentials.

Course text

How the course runs. 7 blocks: Electrical and Jobsite Safety: OSHA 10 and Lockout/Tagout; First Aid, CPR, and Electrical Shock Response; Trade Mathematics: Measurement, Fractions, and Unit Conversion; Ohm's Law, Decibels, and Signal Loss Math; Reading Technical Documents: Datasheets, Schematics, and Specifications; Digital Tools: Calculators, Documentation Software, and Spreadsheets; Career Readiness, Professional Communication, and Credential Pathways.

What competent looks like. Demonstrate compliance with OSHA 10-Hour General Industry hazard recognition requirements and apply lockout/tagout and PPE selection procedures for electronics and telecom worksites. Perform first aid and CPR following current American Red Cross or American Heart Association guidelines and describe the correct emergency response sequence for an electrical shock victim. Solve trade math problems involving unit conversion, Ohm's Law, decibels, and signal loss calculations at an accuracy of 80 percent or better. Read and interpret technical documents including safety data sheets, equipment datasheets, wiring diagrams, and job specifications relevant to electronics and telecom work. Use digital tools — including a scientific calculator, a computer-aided documentation platform, and basic spreadsheet software — to organize and communicate technical information. Prepare a professional resume and cover letter targeted to an entry-level electronics or telecom technician position and articulate the purpose and structure of the ETA CET, ETA FOI/FOT, and BICSI Installer credentials.

Lessons · 7 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Electrical and Jobsite Safety: OSHA 10 and Lockout/Tagout	26	theory	Students will identify electrical, fall, and struck-by hazards on electronics and telecom worksites and correctly apply OSHA 10 General Industry hazard recognition principles and the full lockout/tagout sequence.	Complete the OSHA 10-Hour General Industry online or instructor-led modules with embedded quizzes, pausing to discuss scenarios specific to electronics labs and telecom equipment rooms. Walk through a staged lab mockup and complete a written hazard-identification checklist, flagging at least eight hazards including unlabeled energized panels, improper PPE storage, and blocked egress routes. Perform a full lockout/tagout procedure on a de-energized training panel — apply lock and tag, test for zero energy, document the isolation — then reverse it in the correct sequence.	OSHA 10 General Industry course cards or online access, OSHA 29 CFR 1910.147 reference handout, lockout/tagout training kit with hasp locks and tags, voltage tester set to verify zero energy, PPE selection chart, safety glasses, insulating gloves rated for the voltage in use	Written OSHA 10 final quiz score of 70 percent or above to qualify for the OSHA card; lockout/tagout practical checklist completed without a missed step — any missed step requires a repeat demonstration before advancing.
2	First Aid, CPR, and Electrical Shock Response	16	lab	Students will perform hands-only CPR and two-rescuer CPR with an AED on a mannequin and describe the specific first-aid sequence for an electrical shock victim including scene safety and not touching the victim before power is confirmed off.	Complete the American Red Cross or American Heart Association Heartsaver CPR/AED course — watch skills videos, then practice chest compressions and rescue breaths on adult and infant mannequins until depth and rate meet published guidelines. Work through three tabletop scenarios: (1) a coworker touches a live conductor in a server room, (2) a technician falls from a ladder, (3) a chemical spill from a battery bank — students verbalize the correct response sequence including calling 911, isolating power, and initiating care. Practice applying pressure bandages and recognizing signs of electrical entry and exit wounds on a simulation torso, then document the incident using a standard workplace injury report form.	Certified CPR/AED course kit (mannequins, face shields, AED trainer unit), American Red Cross or AHA Heartsaver participant manual, simulated wound moulage kit, blank OSHA 300 log entry form for practice, safety data sheet for lead-acid battery electrolyte as a reference for chemical spill scenario	Successful completion of the certifying agency's CPR/AED skills check — compression rate 100–120 per minute, depth 2–2.4 inches on adult mannequin, correct AED pad placement — with a passing result on the written component; students who do not pass repeat the skills station before the next lesson.
3	Trade Mathematics: Measurement, Fractions, and Unit Conversion	20	theory	Students will convert between metric and US customary units, apply the scientific notation used on component labels and datasheets, and solve measurement problems involving cable length, conduit fill, and rack-unit space at 80 percent accuracy.	Complete a guided worksheet converting between millimeters and inches for cable diameters, milliamps and amps for current ratings, and dBm and milliwatts for signal levels — instructor reviews common errors live. Use a digital caliper and tape measure to measure ten physical components (resistors, patch cables, conduit sections), record readings in both metric and US customary units, and calculate percentage error versus the stated specification. Solve a set of 20 applied problems drawn from real electronics and telecom scenarios — rack-unit calculations for equipment installation, conduit fill percentages per NEC guidelines (without citing specific code section numbers students have not yet studied), and wire gauge cross-reference between AWG and metric.	Scientific calculator, digital caliper, 25-foot measuring tape, metric/AWG conversion chart, sample component datasheets with metric tolerances, conduit fill reference table, pencil-and-paper problem sets	20-question applied math quiz with a passing score of 80 percent (16 of 20 correct); students scoring below 80 percent receive targeted remediation on the missed skill area and retest once before moving forward.
4	Ohm's Law, Decibels, and Signal Loss Math	22	theory	Students will apply Ohm's Law, the power equation, and the decibel formula to calculate voltage, current, resistance, power, and signal gain or loss in circuits and cable systems, achieving 80 percent accuracy on graded problems.	Work through a structured note-taking lecture on Ohm's Law (V = IR), the power equations (P = IV, P = V²/R, P = I²R), and the dB formula (dB = 10 log₁₀ P₂/P₁ for power, 20 log₁₀ V₂/V₁ for voltage) — students solve five demonstration problems alongside the instructor. Complete a 30-problem worksheet in pairs, starting with single-variable Ohm's Law problems and progressing to multi-step problems that combine power and decibel calculations, such as determining how many dB of loss a cable introduces given input and output power in milliwatts. Use a free online circuit simulator (such as Falstad's Circuit Simulator, which is publicly available) to build five simple resistive circuits, predict the voltage and current using hand calculation, then run the simulation and compare predicted to simulated values, documenting any discrepancy.	Scientific calculator, Ohm's Law reference card, decibel reference table, printed problem sets, computer with browser access for simulator, pencil and engineering paper	30-problem graded worksheet with 80 percent pass threshold (24 of 30); simulator comparison exercise graded on correct documentation — predicted versus actual values within 5 percent for full credit, with written explanation of any larger discrepancy.
5	Reading Technical Documents: Datasheets, Schematics, and Specifications	20	demo	Students will extract critical specifications from equipment datasheets and safety data sheets, identify standard schematic symbols for components used in electronics and telecom, and summarize the requirements of a sample job specification document.	Given three real equipment datasheets (a resistor, a fiber optic transceiver, and a network switch), students complete a structured extraction worksheet: maximum operating voltage, power dissipation, operating temperature range, connector type, and compliance markings — instructor debrief follows. Identify 25 standard electronic schematic symbols on a printed reference sheet, then locate and label those same symbols on two sample schematics — one for a simple power supply and one for a telecom patch panel layout. Read a two-page sample structured cabling job specification and answer ten comprehension questions covering scope, material standards referenced, testing requirements, and documentation deliverables — groups compare answers and resolve discrepancies.	Printed datasheets for a standard resistor, a small form-factor pluggable (SFP) fiber transceiver, and a managed network switch; ANSI/TIA structured cabling standard reference summary (not the full standard, but a published summary); IEEE standard schematic symbol reference; sample SDS for isopropyl alcohol (used in fiber optic cleaning); sample job specification document	Datasheet extraction worksheet checked against an answer key — 90 percent of fields must be correctly extracted; schematic symbol identification scored at 80 percent or above (20 of 25); job spec comprehension quiz passed at 8 of 10 correct.
6	Digital Tools: Calculators, Documentation Software, and Spreadsheets	18	practice	Students will use a scientific calculator, a word-processing or documentation platform, and basic spreadsheet software to produce a formatted technical report and a simple data table that could serve as a cable test log.	Calculator proficiency drill: instructor demonstrates memory functions, logarithm keys, and engineering notation entry on a scientific calculator; students individually complete a timed set of 15 problems covering dB calculations and unit conversions from prior lessons using only the calculator. Using a computer with word-processing software, students produce a one-page mock equipment inspection report formatted with a header, numbered findings, and a signature block — instructor provides a sample template and a style guide; students must incorporate at least one table and one bulleted list. Build a basic cable test log spreadsheet with labeled columns (cable ID, length, measured attenuation, pass/fail, date, technician name), enter ten rows of sample data provided by the instructor, write a formula to flag any attenuation value that exceeds a threshold, and apply conditional formatting to highlight failures in red.	Scientific calculator (Texas Instruments TI-30 series or equivalent), desktop or laptop computers with word processor and spreadsheet software, instructor-provided report template and style guide, sample cable test data printout	Calculator drill: 13 of 15 correct (87 percent); inspection report graded on a rubric — all required elements present, no factual errors in the technical content, professional formatting; spreadsheet graded on correct formula, correct conditional formatting, and accurate data entry — all three components must be correct to pass.
7	Career Readiness, Professional Communication, and Credential Pathways	26	practice	Students will produce a complete, error-free resume and cover letter targeted to an entry-level electronics or telecom technician position, communicate a technical concept clearly in a short written and verbal format, and correctly describe the purpose, issuing body, and general exam domain structure of the ETA CET, ETA FOI/FOT, and BICSI Installer credentials.	Resume and cover letter workshop: students draft a one-page resume and a half-page cover letter for a posted job advertisement provided by the instructor; peers exchange drafts and complete a structured peer review using a checklist covering contact information, relevant skills, clear work history or education history, and professional tone — revised final versions are submitted for instructor grading. Technical communication practice: each student receives a component or tool they have used in the course and must write a one-paragraph plain-language explanation of what it does and why it matters on a jobsite, then present that explanation verbally to the class in under two minutes — classmates give structured feedback using a provided rubric. Credential mapping activity: instructor presents the ETA CET, ETA FOI/FOT, and BICSI Installer credentials, their issuing organizations, general exam domain areas, and portability; students complete a three-column comparison table matching credential name, issuing body, and the course content areas already covered that align to each credential's exam domains — table is reviewed as a class and kept in the student's portfolio.	Sample job advertisements (printed or online), resume template, peer review checklist, professional writing style guide, ETA International website credential overview pages, BICSI website credential overview pages, credential comparison worksheet	Resume and cover letter graded on a rubric — must include all required sections, zero spelling or grammar errors, and a clear connection between the student's background and the job requirements to pass; verbal explanation scored on technical accuracy and clarity using the peer rubric with instructor validation; credential mapping table graded for accuracy — all three credentials must be correctly described to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
OSHA 10 and Safety Knowledge Exam	Written exam	25%	70 percent correct on the OSHA 10 qualifying quiz; separate lockout/tagout practical checklist completed with zero missed steps	A 40-question multiple-choice exam covering OSHA 10 General Industry hazard categories, PPE selection, emergency action plans, and lockout/tagout procedures as applied to electronics and telecom worksites. Students must also demonstrate the lockout/tagout sequence on the training panel without prompting; a single missed step requires a remedial demonstration before the written score is accepted. Accuracy · Safety · Communication · Professionalism
Trade Math and Technical Reading Exam	Written exam	25%	80 percent correct (32 of 40 questions)	A 40-question written exam combining multiple-choice and short-answer problems drawn from Ohm's Law, power equations, decibel and signal loss calculations, unit conversion, schematic symbol identification, and datasheet reading. Each major skill area from Lessons 3 through 5 is proportionally represented; the exam is closed-book except for an approved scientific calculator. Accuracy · Safety · Communication · Professionalism
Professional Portfolio Project	Project	25%	Rubric score of 75 percent or above across all four sections; any section scoring below 60 percent must be revised and resubmitted	Students compile a portfolio that includes their final resume and cover letter, the formatted mock equipment inspection report, the cable test log spreadsheet, and the completed credential mapping table. Each document is graded against a published rubric for technical accuracy, professional formatting, and completeness; the portfolio is submitted digitally and serves as the student's first job-search artifact. Accuracy · Safety · Communication · Professionalism
Career and Safety Oral Defense	Oral / panel	25%	Pass on all three prompts as judged by the instructor using the scoring rubric; a not-pass on any prompt requires one additional oral response opportunity	A 10-minute individual oral session in which the instructor poses three prompts: one safety scenario requiring the student to verbalize the correct hazard response and LOTO sequence, one math or datasheet reading problem requiring a verbal walk-through of the solution method, and one career question asking the student to explain which credential they plan to pursue first and why it aligns with their career goal. Responses are scored on accuracy, clarity, and completeness. Accuracy · Safety · Communication · Professionalism

TEC-ELEC48-02 Trade course

DC and AC Circuit Theory and Measurement

146 hr · ~~$1,750~~ COMPLIMENTARY

Students develop a thorough working knowledge of DC and AC circuit principles—Ohm's Law, Kirchhoff's Laws, capacitance, inductance, and resonance—applied to real electronic and telecom hardware. Emphasis is placed on safe bench practices, accurate test-instrument use, and circuit analysis skills that underpin every credential the program targets, particularly the ETA CET and ETA FOI/FOT. Students build, measure, troubleshoot, and document circuits at the bench throughout the course.

Outcomes

Apply Ohm's Law and Kirchhoff's Voltage and Current Laws to calculate voltage, current, resistance, and power in series, parallel, and series-parallel DC circuits with at least 90% accuracy.
Use a digital multimeter (DMM), oscilloscope, and function generator correctly and safely to measure DC and AC circuit quantities and waveform parameters.
Analyze AC circuits containing resistors, capacitors, and inductors, including calculation of reactance, impedance, phase angle, and resonant frequency.
Interpret schematic diagrams and breadboard circuits to locate and correct at least four categories of circuit faults using a systematic troubleshooting process.
Apply electrical safety rules—including shock-hazard awareness, proper PPE selection, and lockout/tagout principles for bench power supplies—during every lab session without prompting.
Produce a written circuit lab report that includes a schematic, measured data table, calculated vs. measured comparison, and a conclusion meeting the program's technical-writing standard.

Course text

How the course runs. 12 blocks: Electrical Safety at the Bench: Shock Hazards, PPE, and LOTO for Lab Power Supplies; Atomic Theory, Charge, Voltage, Current, and Resistance; Ohm's Law and Power in DC Circuits; Series DC Circuits and Kirchhoff's Voltage Law; Parallel DC Circuits and Kirchhoff's Current Law; Series-Parallel DC Circuits and Systematic Troubleshooting; Capacitors: Charge, Discharge, and RC Time Constants; Inductors and RL Circuits; AC Fundamentals: Waveforms, Frequency, and RMS Values; Capacitive and Inductive Reactance; Series RLC Circuits; Resonance, Filters, and Frequency Response; Circuit Troubleshooting Practical and Lab Report Completion.

What competent looks like. Apply Ohm's Law and Kirchhoff's Voltage and Current Laws to calculate voltage, current, resistance, and power in series, parallel, and series-parallel DC circuits with at least 90% accuracy. Use a digital multimeter (DMM), oscilloscope, and function generator correctly and safely to measure DC and AC circuit quantities and waveform parameters. Analyze AC circuits containing resistors, capacitors, and inductors, including calculation of reactance, impedance, phase angle, and resonant frequency. Interpret schematic diagrams and breadboard circuits to locate and correct at least four categories of circuit faults using a systematic troubleshooting process. Apply electrical safety rules—including shock-hazard awareness, proper PPE selection, and lockout/tagout principles for bench power supplies—during every lab session without prompting. Produce a written circuit lab report that includes a schematic, measured data table, calculated vs. measured comparison, and a conclusion meeting the program's technical-writing standard.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Electrical Safety at the Bench: Shock Hazards, PPE, and LOTO for Lab Power Supplies	8	theory	Students will identify electrical shock hazards present at an electronics workbench, select appropriate PPE, and demonstrate the lockout/tagout sequence for a bench DC power supply without error.	Instructor-led presentation on current-through-body thresholds, ground-fault paths, and the difference between ELV (Extra-Low Voltage) and line-voltage hazards; students complete a guided note sheet. Small-group PPE selection exercise: given five bench scenarios on cards (e.g., probing a live 120 V supply, soldering, working on a de-energized circuit), teams choose and justify correct PPE from a kit of safety glasses, insulated gloves, and ESD wrist straps. Paired LOTO drill on bench power supply: students follow the six-step OSHA LOTO procedure (notify, de-energize, isolate, lock, tag, verify zero energy), observed by instructor who marks a pass/fail checklist.	OSHA 29 CFR 1910.147 quick-reference card, bench DC power supply (0-30 V), padlocks and LOTO tags, safety glasses, insulated test leads, ESD wrist straps, whiteboard, scenario cards	Instructor marks each step of the LOTO checklist; all six steps performed correctly = pass. Any missed step = repeat drill before next lesson.
2	Atomic Theory, Charge, Voltage, Current, and Resistance	10.5	theory	Students will explain the relationship between charge, voltage, current, and resistance using atomic theory and correctly convert between metric prefixes (milli-, micro-, kilo-, mega-) on at least 8 of 10 practice problems.	Instructor lecture with diagrams on electron flow, conventional current, and the definitions of the volt, ampere, and ohm; students annotate a diagram handout. Metric-prefix drill worksheet: 20 conversion problems (e.g., 4.7 kΩ to ohms, 330 µF to farads) completed individually, then self-checked against an answer key. Class discussion using a water-pipe analogy (pressure = voltage, flow = current, pipe restriction = resistance) where each student must contribute one analogy comparison in writing on an exit ticket.	Instructor slide deck, metric-prefix conversion handout, scientific calculators, whiteboard, ETA CET Technician Level Study Guide (relevant chapter)	10-question metric-prefix and concept quiz; pass mark = 70%. Students below 70% complete a targeted review worksheet before Lesson 3.
3	Ohm's Law and Power in DC Circuits	12.5	lab	Students will use Ohm's Law and the power formulas to predict voltage, current, resistance, and power in a resistive DC circuit, then verify predictions with DMM measurements within ±5% of calculated values.	Pre-lab calculation sheet: students calculate expected V, I, R, and P for five different resistor/supply combinations before touching any equipment. Bench lab: build each of the five circuits on a breadboard using a DC power supply and 1/4-watt resistors; measure voltage across and current through each resistor with a DMM; record results in a data table. Post-lab comparison: students complete a percent-error column in their data table and write two sentences explaining any measurement outside ±5%, identifying likely sources of error (resistor tolerance, meter loading).	Breadboards, assorted 1/4-W resistors (various values), bench DC power supply, DMM (Fluke 115 or equivalent), banana-to-alligator test leads, lab report template, scientific calculator	All five circuits measured; at least 4 of 5 results within ±5% of calculated values; data table complete and neat. Instructor initials lab log at bench before student leaves.
4	Series DC Circuits and Kirchhoff's Voltage Law	12.5	lab	Students will apply Kirchhoff's Voltage Law (KVL) to a multi-resistor series circuit, predicting each resistor's voltage drop, and confirm results with DMM measurements within ±5%.	Guided problem set (8 problems) on KVL in series circuits: students solve for unknown voltages and verify the sum of drops equals the source voltage; instructor reviews common errors at the board. Breadboard build: construct a four-resistor series circuit with a measured supply voltage; use DMM to measure voltage across each resistor and record in a KVL loop equation worksheet. 'Missing resistor' troubleshooting exercise: instructor pre-wires a five-resistor series circuit with one resistor replaced by an open (missing jumper); student must locate the open using only voltage measurements and document the fault-finding steps.	Breadboards, resistors, DC power supply, DMM, KVL worksheet, lab report template, ETA CET Study Guide	KVL worksheet scored; 6 of 8 problems correct = pass. Lab measurements within ±5%; troubleshooting fault found and documented with correct logic.
5	Parallel DC Circuits and Kirchhoff's Current Law	12.5	lab	Students will apply Kirchhoff's Current Law (KCL) to a parallel resistor circuit, calculate branch currents and total current, and verify with DMM ammetery within ±5%.	Worked-example lecture: instructor solves a three-branch parallel circuit step by step on the board, then students solve a similar problem independently and compare answers. Breadboard lab: wire a three-branch parallel circuit; break each branch in turn using the DMM in series (ammeter mode) to measure branch current; record and compare to calculated values in a KCL node equation table. Concept check: students sketch a new two-branch parallel circuit from scratch, predict total resistance, total current, and each branch current, then build and verify—results recorded in lab log.	Breadboards, resistors, DC power supply, DMM, alligator-clip jumpers for ammeter insertion, KCL worksheet, lab report template	All branch and total currents measured; at least 4 of 5 measurements within ±5%. Concept-check circuit predicted and verified independently; instructor signs off.
6	Series-Parallel DC Circuits and Systematic Troubleshooting	14.5	lab	Students will analyze a series-parallel DC circuit by reducing it to equivalent resistances, calculate all node voltages and branch currents, and locate an instructor-inserted fault using a half-split troubleshooting method.	Analysis drill: three series-parallel circuit schematics of increasing complexity; students reduce step by step and solve for all unknowns on a structured worksheet; instructor reviews with class. Breadboard build and full measurement: construct a five-component series-parallel circuit; use DMM to measure every node voltage referenced to ground and every branch current; complete a data table comparing measured to calculated. Fault-finding practical: instructor inserts one of four faults (open resistor, shorted resistor, wrong resistor value, loose wire) into a pre-built series-parallel circuit; student documents half-split approach in a step log and identifies the fault within 15 minutes.	Breadboards, resistors, DC power supply, DMM, fault-inserted reference board prepared by instructor, troubleshooting step-log worksheet, lab report template	Data table complete with all measured values within ±5%. Fault correctly identified and documented; troubleshooting steps logical and written in order. Both elements required to pass.
7	Capacitors: Charge, Discharge, and RC Time Constants	12.5	lab	Students will describe capacitor charge/discharge behavior, calculate the RC time constant, and measure the time constant on an oscilloscope within ±10% of the calculated value.	Mini-lecture on capacitance, the farad, dielectric types, capacitor markings, and the universal time-constant curve; students decode capacitor values from a set of 10 actual components using a reference chart. Oscilloscope orientation demo: instructor shows how to set time/div, volts/div, trigger, and cursor measurement on a digital oscilloscope; students repeat the setup on their own scope while following a written checklist. RC time-constant lab: build a simple RC circuit with a square-wave function generator input; capture the waveform on the oscilloscope; use cursors to measure the time constant; compare to τ = RC calculation and document in the lab report.	Breadboards, assorted capacitors (electrolytic and film), resistors, DC power supply, function generator, digital oscilloscope (2-channel), oscilloscope setup checklist, lab report template	Measured time constant within ±10% of calculated τ = RC. Oscilloscope screenshot attached to lab report with cursors visible. Capacitor value decoding: 8 of 10 correct.
8	Inductors and RL Circuits	10.5	lab	Students will explain inductive reactance and self-inductance, calculate RL time constants, and observe the phase relationship between voltage and current in an RL circuit using an oscilloscope.	Lecture and diagram work on electromagnetic induction, the henry, inductor types, and the formula XL = 2πfL; students solve four XL problems at different frequencies. Oscilloscope dual-channel demo: instructor configures CH1 for voltage across the resistor (proxy for current) and CH2 for source voltage to show phase lead; students sketch the resulting waveforms and label phase angle. RL time-constant lab: build an RL circuit with a square-wave input; measure the RL time constant (τ = L/R) on the oscilloscope with cursors; record and compare to calculated value; document in lab report.	Breadboards, inductors (various mH values), resistors, function generator, dual-channel digital oscilloscope, lab report template, ETA CET Study Guide	Measured RL time constant within ±10% of L/R. Phase relationship correctly labeled on waveform sketch. XL problems: 3 of 4 correct.
9	AC Fundamentals: Waveforms, Frequency, and RMS Values	12.5	theory	Students will identify sinusoidal AC waveform parameters (peak, peak-to-peak, RMS, frequency, period, phase) from oscilloscope displays and DMM readings, and convert between them with at least 80% accuracy on a timed problem set.	Instructor-led lesson on sinusoidal wave math: Vpeak, Vp-p, VRMS = 0.707 × Vpeak, frequency, period, and phase angle; students complete a conversion table for five different waveforms. Oscilloscope measurement lab: function generator set to sine wave at several frequencies; students measure Vp-p with oscilloscope cursors, calculate VRMS, then verify with True-RMS DMM; compare and record percent error. Waveform-identification quiz: students are shown five oscilloscope screenshots and must label all parameters for each waveform within 20 minutes.	Function generator, digital oscilloscope, True-RMS DMM, waveform conversion worksheet, oscilloscope screenshots for quiz, ETA CET Study Guide	Waveform quiz: 80% (4 of 5 fully correct). Lab measurements: VRMS within ±5% of DMM reading for at least 3 of 4 frequencies.
10	Capacitive and Inductive Reactance; Series RLC Circuits	12.5	lab	Students will calculate total impedance and phase angle for a series RLC circuit at a given frequency, then verify results by measuring voltage drops with a True-RMS DMM within ±10%.	Problem-set lesson: students solve six series RLC problems calculating XC, XL, Z, and θ using right-triangle phasor method; instructor reviews on board. Series RLC breadboard lab: build a resistor-capacitor-inductor series circuit driven by a sine-wave function generator; measure voltage across each component with True-RMS DMM at two frequencies; record in a phasor worksheet. Impedance triangle activity: using measured values, students draw the impedance triangle to scale on graph paper, measure Z and θ graphically, and compare to calculated values; attach drawing to lab report.	Breadboards, resistors, capacitors, inductors, function generator, True-RMS DMM, dual-channel oscilloscope, graph paper, phasor worksheet, lab report template	All six problem-set answers correct to within rounding. Lab voltage measurements within ±10%; impedance triangle drawn correctly and values consistent with measurements.
11	Resonance, Filters, and Frequency Response	12.5	lab	Students will calculate the resonant frequency of a series RLC circuit, build the circuit, sweep frequency to find the actual resonant point, and identify whether the circuit behaves as a low-pass, high-pass, or band-pass filter.	Mini-lecture on series and parallel resonance, Q factor, bandwidth, and the four basic filter topologies (low-pass, high-pass, band-pass, band-stop) with real telecom applications (audio cross-overs, RF tuning). Resonance experiment: build a series RLC circuit; calculate fr = 1 / (2π√(LC)); sweep function generator from below to above fr in steps; measure output voltage across the resistor at each frequency; plot frequency-response curve on semi-log graph paper. Filter identification lab: instructor provides three pre-built single-component filter circuits (RC low-pass, RC high-pass, LC band-pass); students perform a frequency sweep on each, plot the response, and identify the filter type with a written justification.	Breadboards, resistors, capacitors, inductors, function generator, True-RMS DMM or oscilloscope with measurement function, semi-log graph paper, three pre-built filter boards, lab report template	Measured resonant frequency within ±10% of calculated fr. Frequency-response curve plotted with all data points labeled. All three filter types correctly identified with written justification.
12	Circuit Troubleshooting Practical and Lab Report Completion	15	practice	Students will independently diagnose and repair four faulted circuits of increasing complexity using systematic troubleshooting, and submit a complete, properly formatted lab report for the full course that earns a score of 70% or higher on the program rubric.	Rotating fault station practical: four pre-wired circuit boards (series DC, parallel DC, RC, and series RLC), each with one instructor-inserted fault; students rotate through stations, recording symptom, hypothesis, test steps, finding, and repair in a structured troubleshooting log—30 minutes per station. Lab report workshop: students compile their data tables, schematics, percent-error calculations, and conclusions from all previous labs into a single bound lab log; peer review using the program rubric before final instructor review. Individual debrief: each student meets with instructor for 10 minutes to discuss one troubleshooting decision from the fault stations and one item flagged on the lab report peer review; corrections documented on a revision form.	Four pre-faulted circuit boards, DMM, oscilloscope, function generator, DC power supply, troubleshooting log forms, compiled lab notebook from previous lessons, program lab report rubric	All four faults correctly identified with logical documented steps (pass = 3 of 4 correct). Lab report rubric score ≥ 70%; any section below 50% requires revision before skills demo assessment.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Circuit Theory Knowledge Exam	Written exam	25%	70% or higher (42 of 60 points); students below 70% complete a targeted review and retake once within one week.	A 60-question written exam covering DC and AC circuit theory, Ohm's Law, KVL, KCL, capacitance, inductance, reactance, impedance, resonance, and filter concepts, mapped to the ETA CET Associate and Technician level exam domains. Questions are multiple-choice and short-calculation format; calculators permitted. Standard met · Safety · Time · Quality/finish · Documentation
Circuit Build and Measurement Skills Demonstration	Skills demonstration	45%	Student must complete all four tasks; measurements within ±5% for DC tasks and ±10% for AC tasks; safety checklist fully observed (no pass if any safety violation). Retake of individual failed task(s) permitted once.	Instructor-observed practical: student is given a schematic and must (1) wire a series-parallel DC circuit on a breadboard, (2) measure all node voltages and branch currents, (3) locate an instructor-inserted fault in a second circuit, and (4) measure AC waveform parameters on an oscilloscope—all within a 90-minute window and in full compliance with bench safety requirements. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	Overall rubric score ≥ 70%; all 12 lesson data tables present and instructor-initialed; no fabricated data (any falsified data = automatic fail with academic-integrity review).	The complete bound lab log from all 12 lessons is evaluated against the program rubric for accuracy of data, correctness of schematics, quality of percent-error analysis, and clarity of written conclusions. This assessment maps to the technical-documentation competency required for ETA CET and BICSI Installer credentials. Standard met · Safety · Time · Quality/finish · Documentation
Bench Safety Compliance Check	Safety audit	15%	All seven safety behaviors observed on every check; any critical violation (e.g., missing safety glasses while circuits are energized, improper LOTO) = immediate corrective action and recheck within 48 hours; two critical violations in the course = student removed from lab pending remediation.	Instructor uses an unannounced observational checklist (minimum three observations across the course) to verify that each student consistently applies correct PPE, performs LOTO on bench power supplies before rewiring, uses insulated test leads, and keeps the workspace clear of conductive clutter—habits directly required by OSHA standards and by every employer who hires electronics and telecom technicians. Standard met · Safety · Time · Quality/finish · Documentation

TEC-ELEC48-03 Trade course

Soldering: Theory, Technique, and Quality Standards for Electronics and Telecom

146 hr · ~~$1,750~~ COMPLIMENTARY

This course develops the hand skills, theoretical knowledge, and quality-inspection ability required to produce reliable solder joints in through-hole, surface-mount, and telecommunications wiring applications. Learners practice to IPC-A-610 workmanship standards and apply ESD control, flux chemistry, and inspection methods used daily in the trade. Safety procedures—including fume extraction, lead handling, and tool lockout—are integrated throughout every lab session.

Outcomes

Identify solder alloy types, flux classifications, and their appropriate applications using IPC J-STD-004 and IPC J-STD-006 as references.
Produce through-hole and surface-mount solder joints that meet IPC-A-610 Class 2 workmanship acceptance criteria as verified by visual and magnified inspection.
Set up and operate soldering irons, rework stations, hot-air SMD rework stations, and wave-soldering equipment safely and within manufacturer-specified temperature profiles.
Apply proper ESD control practices—wrist straps, grounded mats, shielded bags—when handling electrostatic-sensitive assemblies.
Perform desoldering and rework of through-hole and SMT components and document the process on a rework log conforming to shop quality-management expectations.
Conduct visual and functional inspection of completed assemblies against IPC-A-610 acceptance criteria and identify Class 1, 2, and 3 defect conditions.

Course text

How the course runs. 12 blocks: Soldering Safety, Hazard Controls, and ESD Fundamentals; Solder Alloys, Flux Chemistry, and Consumable Selection; Soldering Iron Setup, Temperature Control, and Tip Maintenance; Through-Hole Soldering Technique: Single-Sided Boards; Through-Hole Soldering: Double-Sided Plated-Through-Hole Boards; Desoldering and Through-Hole Rework; Surface-Mount Technology (SMT) Components and Soldering by Hand; SMT Rework with Hot-Air Station: SOIC and QFP Packages; Soldering Wires: Splices, Terminal Blocks, and Connector Pins; Lead-Free Soldering Compliance and RoHS Awareness; IPC-A-610 Quality Inspection: Accept, Reject, and Process Indicators; Comprehensive Soldering Project: Build, Inspect, and Document a Functional PCB.

What competent looks like. Identify solder alloy types, flux classifications, and their appropriate applications using IPC J-STD-004 and IPC J-STD-006 as references. Produce through-hole and surface-mount solder joints that meet IPC-A-610 Class 2 workmanship acceptance criteria as verified by visual and magnified inspection. Set up and operate soldering irons, rework stations, hot-air SMD rework stations, and wave-soldering equipment safely and within manufacturer-specified temperature profiles. Apply proper ESD control practices—wrist straps, grounded mats, shielded bags—when handling electrostatic-sensitive assemblies. Perform desoldering and rework of through-hole and SMT components and document the process on a rework log conforming to shop quality-management expectations. Conduct visual and functional inspection of completed assemblies against IPC-A-610 acceptance criteria and identify Class 1, 2, and 3 defect conditions.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Soldering Safety, Hazard Controls, and ESD Fundamentals	10	theory	The learner will identify all primary hazards associated with soldering operations—fumes, burns, electrical, chemical, and ESD—and select the correct control measure for each, scoring at least 80% on a written safety check.	Instructor-led review of SDS sheets for rosin-core solder, no-clean flux, and isopropyl alcohol cleaning solvent; learners record key hazard and first-aid information in a safety notebook. Demonstrate proper donning and doffing of PPE (safety glasses, nitrile gloves, fume-extraction positioning) and have learners practice until each step is automatic. ESD awareness exercise: use an ESD event simulator or a commercially produced training kit to show voltage levels generated by walking on carpet; learners verify wrist-strap continuity with a wrist-strap tester before every subsequent lab session.	SDS sheets for all shop chemicals, OSHA 29 CFR 1910.1025 lead exposure summary, nitrile gloves, safety glasses, fume extractor, ESD wrist straps, wrist-strap tester, ESD mats, IPC-A-610 (current edition) Chapter 1, shop first-aid kit location map	Written 20-question safety quiz covering fume hazards, PPE selection, lead hygiene, ESD controls, and emergency procedures; pass mark 80%. Instructor observes correct wrist-strap and mat grounding setup—must pass 100% before any live lab work.
2	Solder Alloys, Flux Chemistry, and Consumable Selection	10	theory	The learner will classify at least four solder alloys and three flux types by composition and application, correctly matching each to a given assembly requirement using IPC J-STD-004 and J-STD-006 references.	Compare sample spools of 60/40 tin-lead, 63/37 eutectic, SAC305 lead-free, and silver-bearing alloys under magnification; record melting ranges from manufacturer data sheets. Use a flux classification chart (ROL0, ROL1, REL0, ORL0, etc. per J-STD-004) to categorize five flux samples; discuss no-clean vs. water-soluble trade-offs in telecom field environments. Case-study exercise: given three fictional assembly scenarios (military repair, consumer PCB, telecom terminal block), learners select alloy and flux and justify choices in writing.	Solder spool samples (tin-lead and lead-free), flux sample vials, IPC J-STD-004, IPC J-STD-006, manufacturer data sheets, magnifying loupes (10×), learner worksheets	Completed worksheet with alloy/flux selection for all five samples and three scenarios; instructor scores against answer key—pass mark 80%. Oral follow-up question on lead-free melting range to confirm understanding.
3	Soldering Iron Setup, Temperature Control, and Tip Maintenance	12	demo	The learner will set up a temperature-controlled soldering station, verify tip temperature with a calibrated tip thermometer, and demonstrate proper tinning and oxidation-removal technique before each session.	Instructor demonstrates station power-up sequence, temperature dial adjustment, and tip insertion for three common tip geometries (chisel, conical, bevel); learners repeat on their own stations. Use a calibrated tip thermometer to measure actual tip temperature at three dial settings and graph set-point vs. measured temperature to understand station calibration drift. Practice the tin-wipe-tin tip-maintenance cycle on a brass tip-cleaner and brass-wool cleaner; evaluate tip surface for oxidation before and after using a 10× loupe.	Temperature-controlled soldering stations (one per learner), tip thermometer/thermocouple probe, assorted replacement tips, tip-tinning compound, brass-wool cleaners, damp cellulose sponges, 10× loupes, learner station log	Instructor checklist: learner correctly powers up station, measures tip temperature within ±10 °C of set-point, and produces a properly tinned tip with no visible oxidation—all three items must pass. Station log entry signed by instructor.
4	Through-Hole Soldering Technique: Single-Sided Boards	14	lab	The learner will produce at least 20 through-hole solder joints on a practice PCB that meet IPC-A-610 Class 2 acceptance criteria for wetting angle, fillet shape, and solder quantity.	Instructor demo on document camera: component seating depth, lead bend, iron-to-pad contact sequence, solder feed point, and dwell time; learners mirror technique on first practice board. Learners solder a resistor, capacitor, diode, and DIP IC socket on a practice PCB (through-hole), then self-inspect each joint against the IPC-A-610 Class 2 pictorial chart posted at each bench. Peer inspection round: learners exchange boards and mark defect codes (bridging, insufficient fill, cold joint, excess solder, lifted pad) before instructor final inspection.	Single-sided practice PCBs (pre-drilled), assorted through-hole components (resistors, capacitors, diodes, DIP sockets), 63/37 or SAC305 solder, temperature-controlled irons, IPC-A-610 Class 2 pictorial wall chart, 10× loupes, inspection forms	Instructor inspects each of 20 joints against IPC-A-610 Class 2 criteria; pass requires at least 18 of 20 joints accepted (90%). Any safety defects (bridging causing short, lifted pad from overheating) trigger mandatory rework before sign-off.
5	Through-Hole Soldering: Double-Sided Plated-Through-Hole Boards	12	lab	The learner will produce plated-through-hole solder joints showing barrel fill of at least 75% and acceptable top-side fillet on a double-sided PCB per IPC-A-610 Class 2.	Discussion and diagram study of PTH barrel fill requirements; use cross-section photographs from IPC-A-610 to identify 75%, 50%, and less-than-50% fill examples. Learners populate a double-sided practice board with mixed component values, adjusting dwell time to achieve visible top-side solder draw-up; record iron temperature and dwell time in the lab log. Continuity test completed assemblies with a digital multimeter to confirm no open joints or solder bridges; record pass/fail per net on a simple inspection traveler.	Double-sided plated-through-hole practice PCBs, mixed through-hole components, temperature-controlled irons, IPC-A-610 cross-section photos (laminated), digital multimeters, lab log notebooks, inspection traveler forms	Instructor uses 10× loupe to verify barrel fill ≥75% on a sample of 10 joints; DMM continuity test must show zero shorts and zero opens. Pass: all sampled joints accepted and board passes continuity—any failure triggers rework cycle logged in lab log.
6	Desoldering and Through-Hole Rework	12	lab	The learner will remove a through-hole component from a populated PCB using a desoldering pump and/or desoldering braid without lifting a pad, then replace the component to IPC-A-610 Class 2 acceptance.	Instructor demonstration of desoldering pump technique, vacuum desoldering station technique, and solder-braid wick technique; discuss heat damage indicators and pad-lifting prevention. Each learner removes three specified components from a pre-populated scrap board, cleans the holes, and has the cleared board inspected for pad integrity before re-installing new components. Complete a rework traveler documenting: component removed, tool used, temperature, time, reason for rework, and inspector sign-off—mirroring a real shop quality-management document.	Pre-populated scrap PCBs (provided by instructor), desoldering pumps, solder wick (various widths), vacuum desoldering station (if available), replacement through-hole components, flux pen, IPC-7711/7721 rework reference, rework traveler forms	Pad integrity inspection: no lifted pads, no torn traces. Replacement joint meets IPC-A-610 Class 2. Rework traveler must be fully completed. Pass: zero lifted pads plus accepted replacement joint plus complete rework traveler.
7	Surface-Mount Technology (SMT) Components and Soldering by Hand	14	lab	The learner will hand-solder 0805 resistors and capacitors and SOT-23 transistors onto a surface-mount practice board, with all joints meeting IPC-A-610 Class 2 side-overhang and end-cap criteria.	Component identification exercise: learners sort bags of 0402, 0805, 1206, SOT-23, and SOIC-8 components by package type using a 10× loupe and record on a parts ID sheet. Tack-solder one end of 0805 components using the drag/wick method for alignment, then flow the second end; practice on at least 20 component placements with flux pen applied before iron contact. Self-inspect using IPC-A-610 Class 2 SMT acceptance criteria: check side overhang, end-cap overlap, solder quantity, and bridging; mark defects on an inspection form and rework as needed.	SMT practice PCBs (0805 pads and SOT-23 pads), 0805 resistors/capacitors and SOT-23 transistors (multiple values), fine-tip iron tips (0.4–1 mm conical or micro-chisel), flux pens (no-clean), rosin-core fine-gauge solder (0.020" or 0.015"), 10× and 20× illuminated loupes, IPC-A-610 SMT pictorial chart, tweezers (ESD-safe), inspection forms	Instructor inspects a minimum of 15 SMT joints; pass requires 13 of 15 accepted (≥87%) to IPC-A-610 Class 2. Any bridge defect is automatic rework-before-pass due to short-circuit risk.
8	SMT Rework with Hot-Air Station: SOIC and QFP Packages	14	lab	The learner will remove and replace an SOIC-8 package using a hot-air rework station, applying correct airflow, temperature profile, and flux, with the reinstalled component meeting IPC-A-610 Class 2.	Instructor demo of hot-air station controls: airflow (l/min), temperature set-point, nozzle selection for SOIC vs. QFP; learners practice moving the nozzle in a controlled pattern over dummy pads until consistent. Remove an SOIC-8 from a populated practice board, clean pads with braid and flux, apply solder paste from a syringe or pick from a solder paste jar, place replacement component with tweezers, and reflow with hot-air station. Inspect reinstalled IC with a 20× loupe for pin alignment, bridging, and solder-ball spatter in surrounding area; clean flux residue with isopropyl alcohol and cotton swab before final inspection.	Hot-air SMD rework station, SOIC-8 nozzle kit, populated SMT practice boards with SOIC-8 components, replacement SOIC-8 ICs, solder paste (lead-free or eutectic, appropriate for class), flux pen, solder braid, ESD-safe tweezers and pick tools, 20× illuminated loupe or USB digital microscope, isopropyl alcohol ≥90%, cotton swabs, IPC-A-610 and IPC-7711/7721 references	Instructor verifies pin alignment and absence of bridges using 20× loupe or digital microscope; continuity/short check with DMM across IC power and ground. Pass: zero bridges, zero open joints, all pins aligned within IPC-A-610 Class 2 limits, and board passes DMM check.
9	Soldering Wires: Splices, Terminal Blocks, and Connector Pins	12	lab	The learner will produce Western Union splices, terminal-block wire terminations, and connector-pin cup-and-barrel solder joints that meet IPC/WHMA-A-620 Class 2 workmanship acceptance criteria.	Study IPC/WHMA-A-620 acceptance criteria for wire soldering—coverage, insulation clearance, and heat-shrink application; compare acceptable and rejectable sample photographs mounted at each bench. Practice Western Union inline splice on stranded 22 AWG and 18 AWG wire pairs: strip, twist, solder, insulate with heat-shrink; instructor checks mechanical pull strength by hand tug. Terminate five wires into a six-position terminal block and solder five connector pins into a D-sub connector housing; inspect each termination for wicking, balling, and insulation damage.	22 AWG and 18 AWG stranded hookup wire (various colors), wire strippers, IPC/WHMA-A-620 reference or laminated pictorials, D-sub connector bodies and pins, six-position terminal blocks, heat-shrink tubing (assorted sizes), heat gun, temperature-controlled iron, rosin-core solder, 10× loupe, pull-test samples	Instructor inspects all splice, terminal, and connector joints against IPC/WHMA-A-620 Class 2; pass requires 100% acceptance on connector pins (safety-critical) and ≥90% on splices and terminal blocks. Hand-tug pull test must hold without separation on all splices.
10	Lead-Free Soldering Compliance and RoHS Awareness	8	theory	The learner will explain the requirements that drive lead-free solder use, identify differences in process between tin-lead and lead-free (SAC305) soldering, and correctly choose alloy and temperature profile for a given assembly type.	Class discussion using manufacturer technical notes on RoHS compliance; learners summarize key differences (higher melting point, increased flux activity needed, tin-whisker risk) on a comparison table. Lab exercise: solder identical through-hole boards with 63/37 and SAC305 at correct temperatures; compare wetting behavior and joint appearance under a loupe; record observations. Group exercise: given three repair scenarios (RoHS product, exempted military product, mixed assembly), learners decide on alloy and temperature and present rationale to class—instructor corrects misconceptions.	SAC305 and 63/37 solder spools, identical through-hole practice boards, temperature-controlled irons, manufacturer application notes on lead-free soldering, RoHS directive summary sheet (general reference), IPC-A-610 alloy notes, 10× loupes, comparison worksheet	Completed comparison table and three scenario decisions scored against instructor answer key; pass mark 80%. Instructor verifies learner set correct temperature range on station for SAC305 vs. tin-lead during lab portion.
11	IPC-A-610 Quality Inspection: Accept, Reject, and Process Indicators	12	demo	The learner will correctly classify at least 90% of solder joint photographs and physical sample boards as IPC-A-610 Target, Acceptable, Process Indicator, or Defect conditions for Class 2 requirements.	Instructor-led walkthrough of IPC-A-610 Class 2 acceptance criteria sections covering through-hole, SMT chip components, and leaded ICs; learners annotate their own printed pictorial quick-reference guides. Learners individually evaluate a set of 30 photographic samples (mix of all categories) using loupes and IPC-A-610 reference, marking each with T/A/PI/D; class compares results and discusses disagreements. Hands-on board inspection: each learner receives an intentionally defective board and must identify, label with removable flags, and write up all defects on a formal inspection report form.	IPC-A-610 current edition (class copies or PDF viewer), laminated 30-image photo set (target, acceptable, PI, and defect examples), intentionally defective practice boards, removable label flags, 10× and 20× loupes, inspection report forms, instructor answer key	Photo-sample exercise scored: pass ≥90% correct classification (27 of 30). Defective-board inspection report must identify all major defects planted by instructor (instructor holds planted-defect list); missing a Class 2 Defect is a mandatory re-do.
12	Comprehensive Soldering Project: Build, Inspect, and Document a Functional PCB	16	lab	The learner will solder a complete functional electronic assembly (mixed through-hole and SMT) from a bill of materials, perform a full IPC-A-610 self-inspection, and verify functionality with a multimeter and power-up test, producing a completed inspection traveler.	Using a supplied bill of materials and assembly drawing, learners kit their own components, verify each part against the BOM, and plan their assembly sequence to minimize rework risk (SMT before through-hole). Build the complete mixed-technology assembly over two lab sessions: reflow SMT components first (hot-air or iron), then through-hole, then wire harness connections; log temperature settings and any rework in the lab log. Perform final self-inspection against IPC-A-610 Class 2, complete the inspection traveler, then demonstrate functional operation (LED indicator, continuity, or meter reading per instructor-provided acceptance spec) to the instructor.	Kitted functional PCB assembly (instructor-designed or commercially available educational kit—e.g., a signal generator or LED driver PCB), complete BOM and assembly drawing, temperature-controlled iron, hot-air station, SAC305 solder, flux pen, digital multimeter, DC bench power supply (if required by kit), IPC-A-610 reference, lab log, inspection traveler form	Inspector (instructor) performs independent IPC-A-610 Class 2 inspection of completed board: ≥95% of all joints accepted. Board must pass functional test as defined by kit acceptance spec. Inspection traveler must be fully filled out and signed. Any Class 2 defect requires documented rework before final sign-off.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Soldering Theory Knowledge Exam	Written exam	25%	80% correct (40 of 50 questions)	A 50-question written exam covering solder alloy chemistry, flux classification (IPC J-STD-004/006), ESD fundamentals, IPC-A-610 defect classification terminology, RoHS awareness, and soldering-station setup. Questions are drawn from content in Lessons 1, 2, 3, 7, 10, and 11; this assessment maps to the ETA CET Associate-level electronics theory exam areas and ETA FOI written knowledge sections. Standard met · Safety · Time · Quality/finish · Documentation
Hands-On Soldering Skills Demonstration	Skills demonstration	45%	All three task stations passed: ≥90% joint acceptance on through-hole station, ≥87% on SMT station, 100% acceptance on connector-pin station, plus functional continuity test passed	Under timed conditions (instructor-set per station), the learner demonstrates through-hole soldering, SMT hand soldering (0805 chip and SOT-23), and wire-to-connector-pin soldering; an instructor evaluates each joint live against IPC-A-610 Class 2 pictorial criteria. This skills demo maps directly to ETA CET and ETA FOI practical competency areas and reflects the type of hands-on demonstration required for BICSI Installer field-readiness. Standard met · Safety · Time · Quality/finish · Documentation
Lab Log Portfolio	Log	15%	All 12 lab-session entries present and complete; instructor signs off each entry; overall portfolio rated Satisfactory by instructor	The learner submits the complete lab log notebook maintained across all practice and lab lessons, including temperature settings, rework records, inspection results, and traveler forms from the final project; the log is evaluated for completeness, accuracy of recorded data, and evidence of reflective notes on rework decisions. This mirrors the documentation practices expected in IPC-compliant electronics manufacturing and telecom installation shops. Standard met · Safety · Time · Quality/finish · Documentation
Soldering Safety and ESD Compliance Check	Safety audit	15%	100% pass required on all safety behaviors; any critical failure (no wrist strap, no fume extraction active, handling lead without gloves) requires immediate remediation and re-check before further lab access	Using a standardized safety observation checklist, the instructor performs an unannounced safety audit during one lab session: items checked include wrist-strap continuity verified, ESD mat grounded, fume extractor active and correctly positioned, PPE worn, SDS locations known, and correct chemical storage. This check maps to OSHA 29 CFR 1910.1025 lead hazard requirements and general industry PPE standards, and reinforces safe-work habits required at any employer worksite. Standard met · Safety · Time · Quality/finish · Documentation

TEC-ELEC48-04 Trade course

Fiber Optics Installation and Testing

146 hr · ~~$1,750~~ COMPLIMENTARY

This course covers the full fiber optics workflow from theory through hands-on installation, splicing, termination, and optical testing using industry-standard test equipment. Students develop the skills required for entry-level fiber optic technician roles and build toward the ETA Fiber Optic Installer (FOI) and Fiber Optic Technician (FOT) credentials. Safety practices specific to fiber work—including laser hazard controls, PPE, and proper disposal of glass shards—are integrated throughout every lesson.

Outcomes

Identify and describe singlemode and multimode fiber types, connector styles, and cable constructions used in outside plant and inside plant applications.
Perform fusion splicing and mechanical splicing on both singlemode and multimode fiber with splice loss within acceptable industry limits.
Terminate fiber optic connectors (SC, LC, ST) using epoxy-and-polish and pre-polished/no-epoxy methods to a finish that passes end-face inspection.
Conduct OTDR, optical power meter, and light source testing; interpret results; and document findings in a fiber test report.
Apply OSHA laser safety rules, fiber handling PPE, and lockout/tagout procedures throughout all fiber optic work.
Explain how fiber optic principles—including attenuation, bandwidth, numerical aperture, and chromatic dispersion—relate to ETA FOI/FOT exam content.

Course text

How the course runs. 12 blocks: Fiber Optic Fundamentals and Light Theory; Fiber Cable Constructions and Standards; Safety: Laser Hazards, PPE, and Fiber Waste Handling; Fiber Optic Connectors and End-Face Inspection; Fiber Cleaving and Stripping Technique; Connector Termination: Epoxy-and-Polish Method; Connector Termination: Pre-Polished and No-Epoxy Methods; Fusion Splicing; Mechanical Splicing; Optical Power Meter and Light Source Testing; OTDR Operation and Trace Interpretation; Fiber Documentation, Troubleshooting, and ETA FOI/FOT Exam Alignment.

What competent looks like. Identify and describe singlemode and multimode fiber types, connector styles, and cable constructions used in outside plant and inside plant applications. Perform fusion splicing and mechanical splicing on both singlemode and multimode fiber with splice loss within acceptable industry limits. Terminate fiber optic connectors (SC, LC, ST) using epoxy-and-polish and pre-polished/no-epoxy methods to a finish that passes end-face inspection. Conduct OTDR, optical power meter, and light source testing; interpret results; and document findings in a fiber test report. Apply OSHA laser safety rules, fiber handling PPE, and lockout/tagout procedures throughout all fiber optic work. Explain how fiber optic principles—including attenuation, bandwidth, numerical aperture, and chromatic dispersion—relate to ETA FOI/FOT exam content.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Fiber Optic Fundamentals and Light Theory	12	theory	Students will explain how light travels through optical fiber using total internal reflection and relate core/cladding geometry, numerical aperture, and refractive index to signal propagation.	Lecture and animated diagram walkthrough: refractive index, critical angle, total internal reflection, and acceptance cone; students complete a guided notes packet and answer embedded comprehension questions. Small-group problem set: calculate numerical aperture and acceptance angle for three given fiber specifications using the standard NA formula, then compare results with a partner. Class discussion comparing singlemode (OS1/OS2) and multimode (OM1–OM5) fiber: core/cladding dimensions, wavelength windows (850 nm, 1300 nm, 1310 nm, 1550 nm), bandwidth, and typical application distances—students build a reference comparison table.	Whiteboard, fiber optic theory slides, sample fiber cross-section specimens (bare fiber display mounts), scientific calculators, ETA FOI Study Guide, Fiber Optic Association (FOA) reference materials	10-question written quiz on light theory and fiber types; students must score 75% or higher to proceed.
2	Fiber Cable Constructions and Standards	10	theory	Students will identify loose-tube, tight-buffered, ribbon, armored, and aerial cable constructions and match each to its correct inside plant or outside plant application per industry standards.	Cable anatomy dissection lab: instructor cuts cross-sections of five cable types and students label each layer (jacket, strength member, buffer, coating, cladding, core) on a worksheet. Standards scavenger hunt: using TIA-568 and FOA references, students find and record the specifications that govern bend radius, pulling tension, and installation environment for each cable type. Matching card game in pairs: students sort 20 scenario cards (e.g., 'aerial span between buildings,' 'horizontal run in a raised floor') to the correct cable construction, then justify choices to the class.	Assorted fiber cable samples (loose-tube, tight-buffered, ribbon, armored, aerial), cable cutaway display boards, TIA-568 standard excerpts, FOA reference guide, worksheets	Practical identification quiz: student correctly identifies and states the application for 5 cable samples presented by the instructor; must get 4 of 5 correct.
3	Safety: Laser Hazards, PPE, and Fiber Waste Handling	10	theory	Students will apply OSHA laser safety classifications, required PPE for fiber work, and proper disposal procedures for glass shards and index-matching gel throughout all subsequent lab activities.	Instructor-led lesson on laser hazard classes (Class 1 through Class 3B in the context of fiber test equipment and sources), ANSI Z136.2 laser safety principles, and the never-look-into-a-live-fiber rule; students sign a laser safety acknowledgment form. PPE station rotation: students don and inspect safety glasses rated for fiber work, examine lint-free wipe materials, and practice the correct technique for collecting and disposing of cleaved fiber ends in a puncture-resistant sharps container—no bare-skin contact with glass. Scenario-based hazard identification: students review six written shop scenarios, circle OSHA violations, and write the correct corrective action for each; class debrief follows.	ANSI Z136.2 reference excerpts, OSHA laser safety fact sheet, fiber-rated safety glasses, lint-free wipes, puncture-resistant sharps containers, index-matching gel MSDS/SDS sheets, black foam disposal pads	Safety check observation rubric: instructor verifies student correctly dons PPE, verbalizes the no-live-fiber rule, and disposes of two cleaved fiber ends using proper technique before any cutting tools are issued; 100% compliance required.
4	Fiber Optic Connectors and End-Face Inspection	12	demo	Students will identify SC, LC, ST, FC, and MPO connector styles and use a fiber optic inspection microscope and video scope to evaluate end-face quality against IEC 61300-3-35 cleanliness zones.	Instructor demonstration: show each connector body, explain ferrule material (ceramic, plastic), polish types (PC, UPC, APC), and key/keyway orientation; students complete a connector ID reference card. Inspection scope drill: instructor displays pre-prepared fiber end-faces (clean, dirty, scratched, chipped) on the classroom monitor via video inspection scope; students grade each end-face using the IEC 61300-3-35 zone map handout and discuss accept/reject decisions. Cleaning and re-inspection cycle: each student receives one contaminated pre-terminated patchcord, inspects it, cleans it using a one-click cleaner and lint-free wipe with isopropyl alcohol, and re-inspects until the end-face meets Zone A/B criteria; steps are logged on a lab sheet.	SC, LC, ST, FC, MPO connector samples, fiber video inspection scope with classroom monitor output, one-click cleaners, IPA wipes, IEC 61300-3-35 zone map handout, pre-terminated patchcords (clean and contaminated), lab log sheets	Student must independently inspect three end-faces and correctly classify each (accept/reject with zone notation) at 3 of 3 accuracy, confirmed by instructor with the same scope.
5	Fiber Cleaving and Stripping Technique	12	lab	Students will strip, clean, and cleave multimode and singlemode fiber to produce a flat, perpendicular end-face with no hackle, lip, or chip, verified by microscope inspection.	Step-by-step instructor demonstration of the strip–clean–cleave sequence using a jacket striper, buffer striper, lint-free wipes, isopropyl alcohol, and a precision cleaver; students observe and take notes before handling tools. Supervised practice: each student performs 10 complete strip-clean-cleave cycles on 250-µm coated fiber, inspecting each cleave under the scope and recording pass/fail on a tally sheet; instructor provides real-time corrective feedback. Defect analysis exercise: instructor presents six pre-cleaved fiber ends (hackle, lip, angle, crack, chip, good) under the scope; students identify the defect name, probable cause, and corrective technique on a worksheet.	250-µm coated fiber spool (multimode and singlemode), jacket striper, Miller buffer striper, precision fiber cleaver (blade-style), lint-free wipes, isopropyl alcohol, fiber inspection scope, sharps container, lab log sheets	Student produces 3 consecutive acceptable cleaves (flat, perpendicular, defect-free under scope inspection) without assistance; instructor signs lab sheet confirming pass.
6	Connector Termination: Epoxy-and-Polish Method	16	lab	Students will terminate SC and ST connectors on 62.5/125 µm multimode fiber using the epoxy-and-polish method and pass end-face inspection on at least 4 of 5 completed connectors.	Instructor demonstration of the full epoxy-and-polish workflow: apply epoxy to ferrule, insert fiber, cure in oven, score and break excess fiber, polish through grit sequence (12 µm, 3 µm, 1 µm, 0.3 µm lapping film) on polishing puck, and inspect. Student build session: each student terminates five SC connectors on a multimode pigtail, following the step-by-step process card posted at each bench station; instructor circulates and coaches on polishing pressure and figure-eight motion technique. Partner quality audit: students swap completed connectors, inspect each end-face using the video scope, record IEC zone results on a peer evaluation form, and discuss defects found before instructor final check.	SC and ST connector kits, 62.5/125 µm multimode fiber pigtails, anaerobic epoxy and mixing syringes, curing oven, scribe tool, polishing puck, lapping film set (12/3/1/0.3 µm), polishing plate, fiber inspection scope, lint-free wipes, IPA, lab log sheets	Instructor inspects all 5 connectors; student must achieve a clean, centered core with no cracks or contaminants in Zone A/B on at least 4 of 5 connectors—scored on lab log with instructor initials.
7	Connector Termination: Pre-Polished and No-Epoxy Methods	10	lab	Students will terminate LC connectors using a pre-polished no-epoxy (mechanical splice-style) termination kit and verify optical continuity with a visual fault locator.	Instructor demonstration of the pre-polished LC termination process: strip, clean, cleave, insert fiber to the internal mechanical splice, actuate the locking mechanism, and inspect the end-face. Student practice: each student terminates four LC connectors (two on each end of two short fiber lengths), following the manufacturer's process card; visual fault locator is used to verify continuity and locate any incomplete seating. Comparison discussion: students document insertion loss expectations for epoxy-and-polish versus pre-polished methods using FOA reference data, and write a three-sentence paragraph in their lab log explaining when each method is preferred in the field.	Pre-polished LC no-epoxy termination kit (e.g., tool and connector set from a major supplier), multimode fiber pigtails, precision cleaver, visual fault locator (VFL), fiber inspection scope, lab log sheets	All four connectors pass visual continuity check (VFL light visible at far end, no bright scatter at connection point) and end-face inspection; instructor confirms on lab log.
8	Fusion Splicing	16	lab	Students will perform fusion splices on singlemode and multimode fiber using an arc fusion splicer and achieve estimated splice loss within the equipment's pass threshold on at least 4 of 5 splices.	Instructor demonstration of the complete fusion splicing sequence: fiber preparation, loading into the splicer, alignment, fusion arc, loss estimation display, and protection sleeve shrinking in the heat oven; students complete a process flowchart worksheet. Guided practice: students perform 5 singlemode and 5 multimode splices under instructor supervision, recording estimated splice loss for each in their lab log; instructor coaches on cleave quality as the most common error cause. Splice sleeve installation and splice tray loading: students protect completed splices with heat-shrink sleeves, load them into a splice tray using proper bend radius, and photograph the completed tray for their lab log.	Arc fusion splicer with spare electrodes, singlemode and multimode fiber (bare and jacketed), heat-shrink splice protection sleeves, splice heat oven, precision cleaver, buffer striper, lint-free wipes, IPA, splice tray, lab log sheets	Student's 5 singlemode splices are reviewed; at least 4 must show estimated splice loss at or below the splicer's pass threshold (typically ≤0.10 dB for SM); instructor records values in lab log and signs off.
9	Mechanical Splicing	8	lab	Students will complete mechanical splices on multimode fiber using a field-installable mechanical splice assembly and verify each splice with a visual fault locator.	Instructor demonstration of the mechanical splice process: strip, clean, cleave, insert fiber from each side into the splice body with index-matching gel, actuate the locking cam, and test with VFL. Student practice: each student completes four mechanical splices, documenting fiber preparation dimensions and any rework needed on a lab sheet. Comparison data exercise: students compare mechanical splice loss (measured by power meter if available, or referenced from FOA data) versus fusion splice loss and record trade-offs (speed, reusability, loss budget impact) in their lab log.	Mechanical splice assemblies, index-matching gel, multimode fiber, precision cleaver, buffer striper, IPA wipes, VFL, optical power meter and source (if available), lab log sheets	VFL confirms continuity on all 4 splices with no visible scatter at the splice point; instructor signs lab log.
10	Optical Power Meter and Light Source Testing	12	lab	Students will use an optical power meter and stabilized light source to measure end-to-end insertion loss on a fiber link and compare measured loss to a calculated loss budget.	Instructor demonstration: set reference (zero) the power meter with launch cable per TIA-526-14B method, connect the link under test, read loss in dB, and record on a test report form. Loss budget calculation exercise: given a fiber link with stated length, number of connectors, and number of splices, students calculate maximum allowable loss using FOA/TIA loss values for each component and determine whether the measured link passes. Student testing rotation: working in pairs, students test five pre-built multimode fiber links of varying configurations (different lengths, connector counts), complete a TIA-format test report for each, and flag any link that exceeds its loss budget.	Optical power meter and stabilized light source (850 nm and 1300 nm), launch and receive cables, patch cords, pre-built multimode fiber links, TIA-526-14B reference excerpt, loss budget calculation worksheet, test report forms	Student independently tests one assigned link, completes a test report with correct reference method, measured loss value, loss budget calculation, and pass/fail determination; instructor confirms accuracy of reported values and calculation.
11	OTDR Operation and Trace Interpretation	16	lab	Students will configure an OTDR for a given fiber type and length, acquire a clean trace, and correctly identify and measure splice loss, connector loss, bends, and fiber end events from the trace.	Instructor demonstration: configure OTDR parameters (wavelength, pulse width, range, averaging time) for a multimode link, acquire a trace, and walk through each event marker on the classroom display—explaining backscatter slope, connector reflections, splice loss, and the end-of-fiber event. Guided trace analysis: students receive three printed OTDR traces with unlabeled events; they mark each event type, read loss values, and calculate total link loss; instructor reviews answers as a class. Live OTDR testing: each student configures the OTDR, tests an assigned pre-built link in both directions (bidirectional averaging), saves the trace file, prints or exports the report, and annotates events in their lab log.	OTDR (multimode and singlemode capable), launch cable (minimum 100 m), receive cable, pre-built fiber links with known faults, OTDR trace printouts for analysis exercise, laptop or tablet for trace file export, lab log sheets, ETA FOI/FOT reference on OTDR theory	Student's OTDR report for the assigned link correctly identifies all pre-placed events (within ±0.10 dB of instructor reference values) and includes bidirectional data; scored on a rubric, must meet 80% of rubric points.
12	Fiber Documentation, Troubleshooting, and ETA FOI/FOT Exam Alignment	12	theory	Students will produce a complete fiber installation documentation package for a simulated project and map all course skills to ETA FOI and FOT exam topic areas in preparation for credentialing.	Documentation workshop: using a provided simulated project scenario, students complete a fiber record package including an as-built cable schedule, splice loss log, OTDR test report, power meter test report, and connector inspection log—formatted per TIA requirements. Troubleshooting case studies: students work through four written scenarios (high insertion loss, intermittent signal, OTDR shows high-loss event at a known splice, VFL shows break location) and document a systematic diagnosis process and corrective action for each. ETA FOI/FOT exam domain mapping: using the ETA exam candidate guide, students cross-reference each course lesson to the published exam topic areas (light theory, fiber types, connectors, splicing, testing, safety, etc.) on a self-assessment grid; gaps are noted for exam prep study.	ETA FOI and FOT candidate exam guides, TIA-568 documentation template excerpts, simulated project scenario packet, troubleshooting case study handouts, completed test reports from prior labs, exam domain mapping worksheet	Completed documentation package reviewed by instructor using a checklist; all required documents present and values internally consistent; troubleshooting case studies show logical, technically correct diagnosis on at least 3 of 4 scenarios.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Fiber Optics Theory Knowledge Exam	Written exam	25%	75% or higher (30 of 40 questions correct)	A 40-question written exam covering light propagation theory, fiber types and constructions, connector styles, splicing principles, loss budget calculations, OTDR trace interpretation, and safety rules. Questions are drawn from ETA FOI and FOT exam topic areas so students can gauge their readiness for credentialing. Standard met · Safety · Time · Quality/finish · Documentation
Termination and Splicing Skills Demonstration	Skills demonstration	45%	Student must pass all three tasks: (1) at least 4 of 5 connectors pass end-face inspection, (2) at least 4 of 5 fusion splices meet the splicer's estimated loss threshold, and (3) OTDR report correctly identifies all events within tolerance.	A timed practical demonstration in which the student independently terminates five LC connectors using the no-epoxy method, performs five singlemode fusion splices, and conducts and interprets an OTDR test on an assigned link—all without instructor assistance. The instructor evaluates each task against the same criteria used in lab lessons. Standard met · Safety · Time · Quality/finish · Documentation
Fiber Lab Log Portfolio	Log	15%	Minimum score of 80% on the portfolio rubric, with no missing safety entries	The student submits the complete lab log maintained throughout all 12 lessons, including all inspection results, splice loss values, power meter readings, OTDR reports, and reflective notes from the troubleshooting and documentation exercises. The rubric evaluates completeness, accuracy of recorded data, proper safety notation, and quality of written analysis sections. Standard met · Safety · Time · Quality/finish · Documentation
Fiber Optics Safety Check	Safety audit	15%	100% compliance—any single failure requires immediate remediation and re-check before the student may continue using fiber tools or lasers	An observed safety performance check conducted by the instructor at mid-course in a live lab setting. The student must correctly don fiber-rated safety glasses before handling fiber, verbalize the prohibition on looking into a live fiber or active port, cleave and dispose of fiber ends in the sharps container using proper technique, and demonstrate knowledge of what to do if a fiber shard contacts skin or eyes. Standard met · Safety · Time · Quality/finish · Documentation

TEC-ELEC48-05 Trade course

Structured Cabling Systems

146 hr · ~~$1,750~~ COMPLIMENTARY

Students install, terminate, test, and document copper and fiber-optic structured cabling systems to industry standards, including horizontal and backbone cabling, telecommunications rooms, and patch panels. Work is performed to ANSI/TIA-568 and BICSI TDMM practices throughout, directly supporting the BICSI Installer and ETA CET credentials. Emphasis is placed on cable management, proper termination technique, certification testing, and job-site safety.

Outcomes

Install horizontal UTP and STP cabling runs from work-area outlets to the telecommunications room in compliance with ANSI/TIA-568 bend-radius, fill, and pulling-tension limits.
Terminate Category 5e, 6, and 6A cables on keystone jacks, patch panels, and 110 punch-down blocks using the correct wiring scheme (T568A or T568B) verified with a wire-map tester.
Dress, label, and document all cabling infrastructure using an as-built drawing and a structured labeling scheme consistent with ANSI/TIA-606 administration standards.
Perform and interpret certification-level copper tests (wire map, length, insertion loss, NEXT, return loss) and fiber tests (OLTS end-to-end loss) using industry test equipment.
Apply required PPE, lockout/tagout procedures, and ladder-safety practices on every cabling job-site task without prompting.
Identify and correct at least four common installation defects—split pairs, excessive untwisting, improper grounding, and missing firestop—during a structured walkthrough inspection.

Course text

How the course runs. 12 blocks: Standards, Safety, and the Structured Cabling System; Cable Types, Categories, and Selection; Cable Management Hardware and Telecommunications Room Layout; Cable Pulling Techniques and Pathway Systems; Terminating Keystone Jacks and Work-Area Outlets; Patch Panel Termination and 110 Blocks; Copper Cable Certification Testing; Firestop, Grounding, and Code Compliance; Administration, Labeling, and As-Built Documentation; Optical Fiber in the Structured Cabling System; End-to-End System Installation: Simulated Office Build; Inspection, Troubleshooting, and Customer Handoff.

What competent looks like. Install horizontal UTP and STP cabling runs from work-area outlets to the telecommunications room in compliance with ANSI/TIA-568 bend-radius, fill, and pulling-tension limits. Terminate Category 5e, 6, and 6A cables on keystone jacks, patch panels, and 110 punch-down blocks using the correct wiring scheme (T568A or T568B) verified with a wire-map tester. Dress, label, and document all cabling infrastructure using an as-built drawing and a structured labeling scheme consistent with ANSI/TIA-606 administration standards. Perform and interpret certification-level copper tests (wire map, length, insertion loss, NEXT, return loss) and fiber tests (OLTS end-to-end loss) using industry test equipment. Apply required PPE, lockout/tagout procedures, and ladder-safety practices on every cabling job-site task without prompting. Identify and correct at least four common installation defects—split pairs, excessive untwisting, improper grounding, and missing firestop—during a structured walkthrough inspection.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Standards, Safety, and the Structured Cabling System	10	theory	Students will identify the six subsystems of a structured cabling system as defined in ANSI/TIA-568 and list the PPE, fall-protection, and OSHA general-industry hazards specific to cabling installation work.	Annotate a building floor plan to locate each of the six subsystems (entrance facility, equipment room, backbone, telecommunications room, horizontal cabling, work-area) and explain the function of each in a written paragraph. Review OSHA ladder-safety and overhead-work requirements; complete a job-hazard analysis (JHA) form for a simulated ceiling-tile cabling task identifying at least five hazards and their controls. Group discussion using the BICSI TDMM table of contents as a roadmap: students locate the chapter that governs each subsystem and record applicable channel-length limits.	ANSI/TIA-568.0-D and 568.2-D summaries, BICSI TDMM (current edition) excerpts, OSHA 29 CFR 1926 Subpart X ladder-safety fact sheet, blank JHA forms, building floor-plan handout	Written JHA scored with instructor rubric—pass requires all five identified hazards with correct controls; subsystem annotation checked for accuracy, 80% correct to pass.
2	Cable Types, Categories, and Selection	10	theory	Students will select the correct cable category, jacket rating (CM, CMR, CMP), and conductor type for a given application scenario based on channel performance, plenum/riser environment, and NEC jacket requirements.	Examine physical samples of Cat 5e UTP, Cat 6 UTP, Cat 6A UTP, Cat 6A F/UTP, and Cat 6A U/FTP; measure and record pair-twist rates and conductor gauges with calipers; compare to manufacturer data sheets. Work through five application scenarios (open office, plenum ceiling, riser shaft, data center, outdoor burial) and select cable type and jacket rating, citing the applicable NEC jacket rating and ANSI/TIA performance class. Calculate maximum channel length for a horizontal run with two connection points, applying the ANSI/TIA-568 permanent-link and channel models.	Cable sample kit (Cat 5e, 6, 6A UTP and shielded), manufacturer data sheets, NEC Article 800 jacket-rating table handout, calipers, ANSI/TIA-568.2-D performance summary	Five-scenario selection quiz—pass is 80% (4 of 5) correct with correct code citation; measured pair-twist values recorded within ±0.5 turns/ft of manufacturer spec.
3	Cable Management Hardware and Telecommunications Room Layout	12	demo	Students will lay out and mount a telecommunications room (TR) including a two-post rack, horizontal and vertical cable managers, and a patch panel to BICSI TDMM rack-layout and grounding practices.	Instructor demonstrates mounting a two-post rack to the floor, installing a 1U horizontal cable manager, 2U patch panel blank, and vertical cable manager; students photograph and annotate each step in a lab notebook. Students draft a scaled TR elevation drawing showing rack position, panel assignments, and cable-manager locations using a grid template and manufacturer specifications. Students install and torque-check all rack hardware on a practice rack frame, ensuring square plumb using a level, and verify the telecommunications bonding conductor connection to the building ground per ANSI/TIA-607.	Two-post equipment rack, 24-port blank patch panel, horizontal and vertical cable managers, rack-mount hardware kit, torque screwdriver, level, ANSI/TIA-607-C grounding handout, grid-paper elevation template, lab notebooks	Instructor inspects installed rack: level within 1/8 inch over full height, all fasteners torqued, bonding conductor connected—pass requires all three criteria met; elevation drawing checked for scale accuracy, pass is 80% correct.
4	Cable Pulling Techniques and Pathway Systems	14	lab	Students will pull a four-pair UTP cable through a simulated conduit-and-cable-tray pathway without exceeding manufacturer pulling-tension limits or minimum bend-radius requirements, verified by post-pull wire-map test.	Students calculate maximum pulling tension for a given cable (using manufacturer's published value) and set a fish-tape tension scale or breakaway swivel to that limit before each pull. Students pull 75 feet of Cat 6 UTP through a 3/4-inch EMT conduit with two 90-degree bends, maintaining a minimum 1-inch pull-back at each bend and logging tension readings at three points on a data sheet. Students route and fasten the same cable in a ladder-type cable tray using hook-and-loop ties at intervals per BICSI TDMM, observing minimum bend radius at tray exits, then perform a continuity wire-map test to confirm cable integrity.	Cat 6 UTP cable (100-ft spools), 3/4-inch EMT conduit sections and fittings, fish tape, breakaway tension swivel, ladder-type cable tray section, hook-and-loop cable ties, wire-map tester (Fluke MicroMapper or equivalent), safety glasses, gloves, lab data sheets	Wire-map tester shows pass (no opens, shorts, reversed, or split pairs) after pull; instructor checks three fastened tie points for correct spacing and no cinching—all criteria must be met to pass.
5	Terminating Keystone Jacks and Work-Area Outlets	14	lab	Students will terminate Cat 6 UTP cables on 110-style keystone jacks using T568A and T568B wiring schemes with no more than 13 mm (1/2 inch) of untwisting at the termination point, confirmed by wire-map test.	Instructor demonstrates: strip cable jacket 1 inch, untwist pairs minimally, seat conductors into jack IDC slots in correct color sequence, seat with 110 punch-down tool, and trim excess; students repeat six times on Cat 5e jacks for muscle memory. Students terminate Cat 6 jacks in T568A and T568B schemes on six outlets, self-measuring untwist length with a ruler and recording on a termination log before punching down. Students mount completed jacks in surface-mount boxes and faceplate assemblies, then test each outlet with a wire-map tester; any failed outlet is reterminated and retested until all six pass.	Cat 6 UTP cable, Cat 6 keystone jacks (T568A and T568B compatible), 110 punch-down tool with Cat 6 blade, surface-mount boxes and faceplates, wire-map tester, ruler, jacketing-strip guide card, safety glasses, termination log sheets	All six jacks must show wire-map PASS with untwist ≤13 mm measured and logged; instructor spot-checks two jacks by removing cover and measuring—any untwist >13 mm is a fail requiring retermination.
6	Patch Panel Termination and 110 Blocks	14	lab	Students will terminate a 24-port Cat 6 patch panel and a 100-pair 110 cross-connect block, label each port per an assigned label plan, and verify with a wire-map tester that every terminated port passes.	Students terminate ports 1–12 of a 24-port patch panel using T568B, following the port-labeling plan provided, managing cables in the rear strain-relief bars; instructor reviews before students proceed to ports 13–24. Students terminate a 50-pair section of a 110 block, following a provided cross-connect schedule; pairs are dressed in the 110 connecting block using the correct color sequence and seated with the 110 connecting-block tool. Students apply pre-printed port labels per ANSI/TIA-606 labeling convention to each patch-panel port and 110 block field, then test all 24 patch-panel ports sequentially with a wire-map tester and record pass/fail for each port.	24-port Cat 6 patch panel, 110 cross-connect block (100-pair), Cat 6 UTP cable, 110 punch-down tool with 5-pair blade, 110 connecting-block tool, wire-map tester, pre-printed port labels, ANSI/TIA-606 labeling convention reference card, lab notebook	All 24 patch-panel ports and 50 pairs on 110 block must wire-map PASS; labeling checked against assignment—pass requires 22 of 24 ports labeled correctly and all 24 ports passing wire-map.
7	Copper Cable Certification Testing	14	lab	Students will perform a permanent-link and channel certification test on a Category 6 cabling link using a Level III field tester and interpret the pass/fail result for wire map, length, insertion loss, NEXT, and return loss.	Instructor demonstrates setup of a certification tester (Fluke DSX or equivalent) for Cat 6 permanent-link testing: selecting the correct limit, entering cable type, setting reference; students configure the tester independently and have setup verified before testing. Students run a full certification test on three permanent links they installed in previous labs, save results to the tester memory, and annotate a results sheet identifying which parameter is the worst performer (margin) on each link. Students introduce a deliberate fault (split pair, excessive untwist) on a test link, run the certification test, document the FAIL result and the failing parameter, correct the fault, retest, and document the PASS result, comparing the two sets of results.	Fluke DSX-5000 or equivalent Level III certification tester with permanent-link adapters, Cat 6 UTP permanent links from previous lab, results printout forms, laptop with tester management software, lab notebooks	Three permanent links must certify PASS at Cat 6 limits; results annotation must correctly identify worst-margin parameter on each link—pass requires all three links certified and annotation 80% accurate; fault exercise must show correct before/after comparison.
8	Firestop, Grounding, and Code Compliance	10	theory	Students will identify NEC Article 800 cable-jacket requirements, locate and apply firestop compound in a simulated penetration, and verify telecommunications bonding per ANSI/TIA-607.	Students examine a cross-section of a fire-rated wall mockup showing an unsealed penetration; using a firestop compound product guide, students select the correct product for a multi-cable conduit penetration and apply it to the mockup, documenting the fill depth. Students complete a code-compliance checklist for a supplied TR photograph, identifying at least three violations (e.g., missing firestop, incorrect jacket in plenum, unbonded rack) and citing the applicable code section by article name. Students measure and record the telecommunications grounding conductor size, connection point, and label on a lab rack, comparing their findings to ANSI/TIA-607-C requirements and noting any discrepancy.	Fire-rated wall mockup with conduit penetration, firestop sealant kit (intumescent putty and elastomeric), firestop product guide, compliance-checklist form, TR photograph with embedded violations, ANSI/TIA-607-C grounding summary, NEC Article 800 jacket-rating table	Compliance checklist: minimum 3 violations identified with correct code reference—pass is 80% (at least 3 of the 4 planted violations found with correct citation); firestop fill depth checked by instructor—pass requires fill meeting product installation guide depth.
9	Administration, Labeling, and As-Built Documentation	10	theory	Students will create a complete administration record for a small cabling system—including port schedule, label plan, and as-built drawing—compliant with ANSI/TIA-606 identifiers.	Starting from a supplied TR elevation and floor plan, students assign ANSI/TIA-606 identifiers to the building, telecommunications space, cable runs, and outlets, completing a port-schedule spreadsheet template. Students hand-draft an as-built drawing of the horizontal cabling layout for one 12-port zone, showing cable routes, outlet locations with identifiers, and cable lengths measured in a prior lab. Students peer-review a partner's as-built drawing and port schedule using a provided checklist, providing written corrective feedback on any missing identifiers or incorrect cable route depictions.	TR elevation drawing, floor-plan handout, ANSI/TIA-606-C identifier convention reference card, spreadsheet port-schedule template (printed), ruler and pencil for drafting, peer-review checklist	Port schedule graded by instructor: 80% of identifiers correctly assigned per ANSI/TIA-606; as-built drawing includes all 12 outlet locations, correct routes, and measured lengths—pass requires 80% accuracy on both documents.
10	Optical Fiber in the Structured Cabling System	10	demo	Students will install and test a fiber-optic backbone segment—including LC connector termination on pre-polished connectors and an OTDR baseline trace—within the structured cabling system, meeting the channel insertion-loss budget.	Instructor demonstrates the role of fiber backbone in ANSI/TIA-568 (OS2 single-mode and OM4 multimode applications) and shows how to calculate a loss budget for a two-fiber backbone link including connectors and splices; students complete a loss-budget worksheet for a supplied scenario. Students terminate four LC connectors using no-epoxy/no-polish (field-installable) mechanical splice connectors on OM4 multimode fiber following the manufacturer's procedure, then test each connector with an OLTS (optical loss test set) and record insertion loss. Students run a visual fiber-identification sweep with a visual fault locator (VFL) to confirm continuity and connector seating, then interpret an instructor-provided OTDR trace, identifying the connector event at each end and any midspan anomalies.	OM4 multimode fiber patch cord, LC field-installable mechanical-splice connectors (manufacturer kit), OLTS (light source and power meter), OTDR or printed OTDR trace handout, visual fault locator, isopropyl alcohol wipes, lint-free wipes, fiber end-face inspection scope, loss-budget worksheet	All four LC connectors must test ≤0.75 dB insertion loss on OLTS; loss-budget worksheet checked for correct calculation—pass requires all four connectors within budget and worksheet 80% accurate.
11	End-to-End System Installation: Simulated Office Build	18	field	Students will work in pairs to install a complete six-outlet horizontal cabling zone—including conduit or cable tray pathway, cable pull, keystone terminations, patch-panel termination, labeling, and certification testing—meeting all ANSI/TIA-568 and BICSI TDMM requirements.	Each pair receives a project work order with a floor plan, port schedule, and labeling plan; students plan the cable route, calculate materials needed (cable, conduit, outlets, patch-panel ports), and have the plan approved by the instructor before pulling any cable. Students execute the full installation: mount conduit or cable tray, pull six cable runs, terminate all keystone jacks and patch-panel ports, apply labels, dress cables in the TR, and complete a self-inspection checklist before calling for instructor sign-off. Students perform certification testing on all six permanent links and produce a printed test report; any failing links are diagnosed, corrected, and retested; the completed test report and as-built drawing are submitted as the project deliverable.	Cat 6 UTP cable, conduit or cable-tray system, six-port faceplate and keystone jacks, 6-port patch panel section, 110 punch-down tool, wire-map tester, Level III certification tester, cable labels, hook-and-loop ties, drill and bits, screwdrivers, safety glasses, hard hat, gloves, project work-order packet	All six permanent links must certify PASS at Cat 6; labeling checked against work order—pass requires 100% of links certified, 5 of 6 labels correct, and completed as-built drawing submitted; self-inspection checklist must be fully completed before final sign-off.
12	Inspection, Troubleshooting, and Customer Handoff	10	practice	Students will conduct a structured walkthrough inspection of a peer team's installed system, identify and document defects, troubleshoot at least two seeded faults introduced by the instructor, and prepare a customer-ready closeout package.	Using a BICSI-style installation inspection checklist, students inspect a peer team's six-outlet installation from the previous lesson, documenting every defect found (cable management, labeling, termination, firestop) with location identifier and recommended correction. Instructor introduces two seeded faults (one split pair at a keystone jack, one miswired patch-panel port) into the system under test; students use a wire-map tester and tone-and-probe set to isolate each fault to a specific port, document the fault, and repair it. Students assemble a customer closeout package containing the as-built drawing, port schedule, labeling plan, and printed certification test report, and conduct a five-minute verbal handoff presentation explaining the system to the instructor acting as the building owner.	BICSI installation inspection checklist, tone generator and inductive probe set, wire-map tester, Level III certification tester, seeded-fault test links (pre-wired by instructor), as-built drawing from prior lesson, blank port schedule form, printer for test reports	Inspection checklist must identify at least 4 of 5 seeded defects (80%); both faults isolated to correct port and successfully repaired (100% required); closeout package complete with all four components—pass requires all three criteria met.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Structured Cabling Standards Written Exam	Written exam	25%	75% or higher (minimum 30 of 40 questions correct)	A 40-question multiple-choice and short-answer exam covering ANSI/TIA-568 subsystems and channel limits, cable categories and jacket ratings, ANSI/TIA-606 labeling conventions, NEC Article 800 requirements, copper and fiber test parameters, and grounding principles from ANSI/TIA-607. Questions are drawn from the same knowledge domains tested on the BICSI Installer and ETA CET exams. Standard met · Safety · Time · Quality/finish · Documentation
Termination and Certification Skills Demonstration	Skills demonstration	45%	All four terminations wire-map PASS and both certification links achieve Cat 6 PASS; completion within 90 minutes	Working independently and within a time limit, the student terminates two Cat 6 keystone jacks (one T568A, one T568B), terminates a four-port section of a patch panel, and runs Level III certification tests on two permanent links, producing a printed test report. The examiner evaluates technique (untwist length, pair dress, jacket strip) using a rubric in addition to electronic test results. Standard met · Safety · Time · Quality/finish · Documentation
Installation Lab Log	Log	15%	80% of entries complete and accurate as judged by instructor rubric; all six certification test reports included	Students submit the cumulative lab notebook maintained throughout the course, including data sheets from cable-pull tension logs, termination untwist measurements, wire-map and certification test results, loss-budget worksheets, inspection checklists, the as-built drawing, port schedule, and labeling plan from the simulated office build. The log demonstrates a documented record of work consistent with industry closeout practices. Standard met · Safety · Time · Quality/finish · Documentation
Job-Site Safety Compliance Check	Safety audit	15%	Pass requires zero critical safety violations; one minor violation allowed with immediate correction; any critical violation is an automatic fail requiring remediation before re-check	During the end-to-end system installation lab, the instructor conducts an unannounced observation using a safety checklist covering PPE use (safety glasses, gloves, hard hat when overhead work is performed), correct ladder setup and three-point contact, proper lockout/tagout verification before working in energized panels, and correct firestop application. Critical violations include working at height without fall protection, removing PPE during active cable pulls, and bypassing lockout/tagout. Standard met · Safety · Time · Quality/finish · Documentation

TEC-ELEC48-06 Trade course

RF Systems: Fundamentals, Installation, and Testing

145 hr · ~~$1,740~~ COMPLIMENTARY

This course covers radio-frequency theory, antenna systems, transmission lines, RF test equipment, and wireless infrastructure installation as practiced in the electronics and telecom trade. Students apply RF concepts to real-world coaxial cabling, antenna alignment, signal-level measurement, and two-way radio and cellular distributed antenna system (DAS) fundamentals. Lessons are mapped to ETA CET and ETA FOI/FOT exam domains where applicable.

Outcomes

Explain RF wave behavior, frequency bands, and decibel mathematics and apply them to link-budget and signal-path calculations.
Select, install, and terminate coaxial cable and connectors to manufacturer and industry specifications with measured insertion loss within acceptable limits.
Mount, aim, and safety-ground antenna systems following NEC grounding requirements and OSHA fall-protection rules.
Operate a spectrum analyzer, power meter, standing-wave-ratio (SWR) meter, and cable analyzer to characterize and troubleshoot RF signal paths.
Read and interpret RF system drawings, link budgets, and equipment specifications to plan and document an installation.
Identify and mitigate RF-specific hazards including RF exposure (non-ionizing radiation), tower/rooftop fall hazards, and high-voltage transmitter safety.

Course text

How the course runs. 12 blocks: RF Hazards and Safety: Non-Ionizing Radiation, Tower Work, and Lockout/Tagout; RF Fundamentals: Waves, Frequency, Wavelength, and the Electromagnetic Spectrum; Decibels and Link Budgets; Coaxial Cable: Types, Ratings, and Specifications; Coaxial Connectors and Termination Lab; Transmission Line Theory: Impedance, SWR, and Reflections; Antennas: Principles, Types, and Patterns; RF Test Equipment: Spectrum Analyzer, Power Meter, and Cable Analyzer; Antenna Installation, Grounding, and Fall Protection; Two-Way Radio and Land Mobile Radio (LMR) Systems; Cellular and Distributed Antenna Systems (DAS) Overview; RF Troubleshooting and System Documentation.

What competent looks like. Explain RF wave behavior, frequency bands, and decibel mathematics and apply them to link-budget and signal-path calculations. Select, install, and terminate coaxial cable and connectors to manufacturer and industry specifications with measured insertion loss within acceptable limits. Mount, aim, and safety-ground antenna systems following NEC grounding requirements and OSHA fall-protection rules. Operate a spectrum analyzer, power meter, standing-wave-ratio (SWR) meter, and cable analyzer to characterize and troubleshoot RF signal paths. Read and interpret RF system drawings, link budgets, and equipment specifications to plan and document an installation. Identify and mitigate RF-specific hazards including RF exposure (non-ionizing radiation), tower/rooftop fall hazards, and high-voltage transmitter safety.

Lessons · 12 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	RF Hazards and Safety: Non-Ionizing Radiation, Tower Work, and Lockout/Tagout	10.5	theory	Students identify and explain the RF-specific safety hazards—non-ionizing radiation exposure, fall hazards at antenna structures, and high-voltage transmitter risks—and state the OSHA and FCC general-exposure guidelines that govern them.	Review FCC OET Bulletin 65 exposure categories and calculate minimum safety distances from a sample antenna using the simplified formula provided in the bulletin, then compare results in a class discussion. Study a lockout/tagout scenario for a base-station transmitter: students write a step-by-step LOTO procedure, identify all energy-isolation points, and peer-review each other's procedures against OSHA 29 CFR 1910.147 general requirements. Watch a documented incident report on tower-fall injuries and then complete a written hazard-identification exercise on a photograph of a rooftop antenna site, labeling fall hazards, RF sources, and electrical hazards.	FCC OET Bulletin 65 (current edition), OSHA 29 CFR 1910.147 reference card, sample LOTO forms, PPE samples (RF-rated gloves, hard hat, safety harness), incident-report handout	Written LOTO procedure scored against a 10-point rubric; students must correctly identify all energy-isolation points and all three PPE requirements to pass (8/10 minimum).
2	RF Fundamentals: Waves, Frequency, Wavelength, and the Electromagnetic Spectrum	12.5	theory	Students calculate frequency, wavelength, and propagation velocity for signals in free space and in coaxial cable, and identify the major RF frequency bands used in telecommunications.	Complete a 20-problem worksheet converting between frequency and wavelength (λ = v/f) for signals ranging from AM broadcast through microwave, using the velocity factor of common coaxial cable types. Using a frequency-allocation chart (NTIA or FCC), students locate and record the frequency ranges for AM/FM broadcast, cellular, public safety, Wi-Fi (2.4 GHz and 5 GHz), and GPS, then present findings to the class. Simulate wave propagation with a signal-generator and oscilloscope demo: instructor drives a coaxial delay line and students measure the phase shift, back-calculating the cable's velocity factor and comparing it to the datasheet value.	Scientific calculators, λ = v/f worksheet, NTIA frequency allocation chart, signal generator, oscilloscope, 50-foot RG-6 and LMR-400 coaxial delay lines, manufacturer datasheets	Worksheet scored; students must achieve 80% or better (16/20 correct) and correctly identify at least five named frequency bands.
3	Decibels and Link Budgets	12.5	theory	Students convert power and voltage ratios to decibels and back, use dBm, dBd, and dBi notation correctly, and complete a simple RF link budget showing transmit power, cable loss, antenna gain, free-space path loss, and received signal level.	Complete a structured dB calculation workbook: 25 problems covering power ratios (10 log P2/P1), voltage ratios (20 log V2/V1), and chained gain-and-loss paths expressed in dBm. Given a one-page scenario (transmitter output, feedline length and loss per 100 ft, antenna gain, distance, and path-loss formula), students build a four-row link-budget table in a spreadsheet and determine whether the received signal exceeds a stated minimum threshold. Students compare two antenna spec sheets—one rated in dBd and one in dBi—and convert between them (dBi = dBd + 2.15), then rank three antenna options for a given link budget.	Decibel workbook, scientific calculators, spreadsheet software or printed link-budget template, two manufacturer antenna spec sheets, whiteboard	Link-budget spreadsheet reviewed by instructor; student must achieve correct received-signal-level value within ±1 dB and show all intermediate steps (pass = all four budget rows correct).
4	Coaxial Cable: Types, Ratings, and Specifications	8	theory	Students distinguish among common coaxial cable types (RG-6, RG-11, LMR-240, LMR-400, and 7/8-inch hardline) by impedance, attenuation per unit length, power rating, and appropriate application.	Examine physical samples of five cable types side by side; students complete a comparison table recording impedance, outer-diameter, dielectric type, and jacket material from manufacturer datasheets. Solve four application-selection problems: given frequency, run length, maximum allowable loss, and installation environment, students choose the appropriate cable type and justify the choice in writing. Calculate total feedline loss for three different cable runs (different cable type and length) at two frequencies each, using manufacturer attenuation tables, and determine whether each run passes or fails a given system loss budget.	Cable samples (RG-6, RG-11, LMR-240, LMR-400, hardline segment), manufacturer datasheets, attenuation tables, application-selection worksheet	Application-selection worksheet and loss-calculation problems graded; 80% correct (at least 6 of 7 cable-selection and loss problems correct) to pass.
5	Coaxial Connectors and Termination Lab	14.5	lab	Students terminate coaxial cables with N-type, PL-259 (UHF), F-type, and BNC connectors using the correct tools and technique, achieving measured insertion loss within the connector manufacturer's specified maximum.	Watch instructor demonstrate the full crimp/solder termination sequence for each connector type on the appropriate cable, noting strip dimensions from the manufacturer instruction sheet, then repeat the demonstration on practice cable ends. Terminate a set of six coaxial assemblies (one per connector/cable pairing assigned by instructor) following printed step-by-step instructions; use a coaxial continuity tester to verify center-conductor and shield integrity before submitting. Measure insertion loss of each completed assembly at a designated test frequency using a vector network analyzer or scalar return-loss bridge; record results in a lab log and compare to manufacturer maximum insertion-loss specification.	Coaxial cable samples (RG-6, RG-58, LMR-240), N-type, PL-259, F-type, and BNC connector kits, cable-prep tools, crimping tools, torque wrench, soldering station, continuity tester, vector network analyzer or return-loss bridge, manufacturer instruction sheets	All six assemblies pass continuity check and measure insertion loss at or below manufacturer maximum; any assembly exceeding spec must be redone before the lab is signed off.
6	Transmission Line Theory: Impedance, SWR, and Reflections	12.5	theory	Students explain impedance matching, calculate standing-wave ratio (SWR) from a reflected-power or return-loss measurement, and describe the effects of impedance mismatch on transmitted power and equipment.	Work through a guided derivation of SWR from reflection coefficient (Γ) and convert between SWR, return loss (dB), and percentage of reflected power using a provided formula sheet and ten practice problems. Use an SWR bridge connected to a signal generator and a variable load to deliberately create mismatches of known value; students measure SWR, record results, and plot SWR vs. load resistance on a graph. Analyze three technician trouble-ticket scenarios (high SWR alarm on a two-way radio base station): students identify likely causes (bad connector, cable kink, antenna damage) and propose a logical test sequence to isolate the fault.	SWR formula sheet, scientific calculators, SWR/return-loss bridge, signal generator, variable resistive load decade box, coaxial barrel connectors, trouble-ticket scenario handouts	Ten SWR conversion problems scored (80% to pass); lab measurement results recorded correctly and SWR plotted within ±0.2 of calculated expected value for each test load.
7	Antennas: Principles, Types, and Patterns	10.5	theory	Students describe the operating principles of dipole, yagi, parabolic dish, omnidirectional vertical, and panel antennas; read a polar radiation pattern; and select an antenna type appropriate to a described coverage requirement.	Compare radiation-pattern plots (E-plane and H-plane) for four antenna types from manufacturer datasheets; students annotate each plot identifying the main lobe, -3 dB beamwidth, back lobe, and any nulls. Complete an antenna-selection exercise: given five coverage scenarios (point-to-point microwave link, cellular sector, amateur repeater omnidirectional, home Wi-Fi, and GPS receive), students select and justify an antenna type for each. Construct a half-wave dipole for the 2-meter amateur band (approximately 144 MHz) from copper wire and a SO-239 connector; calculate element length using the standard formula and compare measured resonant frequency (using an antenna analyzer) to calculated value.	Manufacturer antenna pattern sheets (dipole, yagi, panel, dish, omni), copper wire, SO-239 connector, coax pigtail, soldering iron, antenna analyzer or SWR meter, tape measure, scenario worksheet	Antenna-selection exercise scored (4 of 5 correct to pass); dipole resonant frequency measured within ±5% of calculated target frequency.
8	RF Test Equipment: Spectrum Analyzer, Power Meter, and Cable Analyzer	14.5	demo	Students operate a spectrum analyzer to identify signals by frequency and amplitude, use an RF power meter to measure forward and reflected power, and use a cable/TDR analyzer to locate a fault in a coaxial cable.	Instructor-led spectrum analyzer walkthrough: students set center frequency, span, reference level, and resolution bandwidth; capture and annotate a screen showing at least three signals (e.g., FM broadcast, cellular, Wi-Fi) and record frequency and amplitude of each in a lab notebook. Using an RF power meter with a dual-directional coupler, students measure forward power output and reflected power from a transmitter into a matched load, then into a deliberate 2:1 mismatch; calculate SWR from the meter readings. Connect a coaxial cable with a known hidden fault (open or short placed by instructor at a measured distance); use a TDR/cable analyzer to locate the fault, record the distance reading, and compare to the actual fault location.	Handheld or benchtop spectrum analyzer, RF power meter with dual-directional coupler, low-power signal source, 50-ohm dummy load, variable mismatch load, coaxial cable with hidden fault, TDR/cable analyzer, lab notebooks	Students must correctly identify frequency and amplitude (within ±2 dB) of three signals on the spectrum analyzer, calculate SWR from meter readings correctly, and locate the TDR fault within ±5% of actual distance (all three tasks required to pass).
9	Antenna Installation, Grounding, and Fall Protection	12.5	field	Students mount an antenna assembly on a mast or rooftop structure, install a proper ground path following NEC general grounding principles, and demonstrate compliance with OSHA fall-protection requirements before and during the task.	Conduct a pre-climb hazard assessment of the practice antenna structure: students complete a written checklist covering structural integrity, RF energy sources, fall-hazard identification, and required PPE before being cleared to work at height. Working in pairs with instructor oversight, students mount a VHF/UHF antenna on a ground-level practice mast (or simulated rooftop at program facility): torque all hardware to spec, dress and secure the coaxial feedline with weather-resistant UV-stable ties, and install a drip loop. Install a grounding electrode conductor from the antenna mast and coaxial cable ground block to a grounding electrode; document the installation with photos and a short written description of each grounding connection made.	VHF/UHF antenna and mounting hardware, practice mast or simulated rooftop structure, coaxial feedline, cable ties, ground block, grounding electrode conductor, grounding electrode, torque wrench, PPE (hard hat, safety harness, gloves), NEC grounding reference card, camera or smartphone	Instructor field-observation checklist: harness donned and inspected before ascending; all hardware torqued to spec; drip loop present; ground path continuous and mechanically secure—all items must be marked satisfactory for pass.
10	Two-Way Radio and Land Mobile Radio (LMR) Systems	12.5	theory	Students describe the components and signal flow of a land mobile radio (LMR) repeater system and explain how frequency coordination, squelch, CTCSS/DCS tones, and duplexers function together to provide reliable voice communications.	Trace a signal through a block diagram of a repeater system (receiver → controller → transmitter, with a duplexer on the shared antenna) and label each block's function; identify where audio, IF, and RF signals are present. Program a portable radio to access a demonstration repeater (or a software-defined radio repeater simulator) with the correct frequency pair, CTCSS tone, and squelch setting; verify successful access by transmitting a test message. Analyze a duplexer pass/reject specification sheet: students calculate the required cavity rejection in dB given a transmit power level and receiver sensitivity, and explain in writing why the duplexer isolation specification must exceed a calculated minimum.	LMR repeater block diagram handout, programmable portable radio (or SDR repeater simulator), programming cable and software, duplexer specification sheet, calculators	Block-diagram labeling scored (8 of 10 blocks correctly labeled); radio successfully programmed and verified by instructor; duplexer calculation within ±2 dB of correct answer.
11	Cellular and Distributed Antenna Systems (DAS) Overview	12.5	theory	Students explain how a cellular network is organized into cells, describe the purpose and architecture of a passive and an active distributed antenna system (DAS), and interpret a simple DAS splitter/coupler power-distribution diagram.	Study a cellular network architecture diagram: students annotate and describe the roles of the base transceiver station, base station controller, core network, and backhaul link in their own words, then discuss how frequency reuse enables capacity. Examine a passive DAS one-line diagram for a multi-floor building showing the signal source, coaxial trunk, splitters, directional couplers, and remote antennas; students calculate the signal level at each tap point using the component insertion-loss and coupling-loss values provided. Compare passive DAS and active (fiber-based) DAS architectures in a structured two-column notes exercise: list at least four advantages and limitations of each based on the provided reference materials.	Cellular architecture diagram handout, passive DAS one-line diagram, splitter and coupler loss tables, active DAS architecture reference sheet, calculators	DAS power-level calculations at four tap points scored; all four must be within ±1 dB of instructor answer key to pass. Architecture comparison notes reviewed for completeness (four valid entries per column required).
12	RF Troubleshooting and System Documentation	12	practice	Students apply a logical troubleshooting methodology to diagnose faults in a sample RF system using test equipment and system documentation, then produce a complete as-built record including cable log, test results, and a corrective-action report.	Work through four seeded-fault scenarios in pairs: each station has a coaxial cable run with one of four faults (bad connector, kinked cable, antenna mismatch, wrong cable type causing excessive loss); students use the SWR meter, power meter, and cable analyzer to locate and identify each fault, documenting every measurement step. Using a provided as-built drawing template, students document their RF system station: fill in cable ID, cable type, length, connector types at each end, measured insertion loss, SWR reading, and the test instrument used—matching industry field-documentation practice. Write a one-page corrective-action report for one of the fault scenarios: state the symptom observed, the test sequence used, the root cause identified, the repair made, and the post-repair verification measurement confirming the system is within specification.	Four fault-seeded RF test stations (coaxial runs with hidden faults), SWR meters, power meters, cable/TDR analyzers, as-built drawing template, corrective-action report form	All four faults correctly identified and documented; as-built document complete with no missing fields; corrective-action report includes all five required sections—scored on a rubric, 80% minimum to pass.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
RF Theory Knowledge Exam	Written exam	25%	75% (38 of 50 questions correct)	A 50-question multiple-choice and short-answer exam covering RF wave behavior, frequency bands, decibel calculations, link budgets, transmission-line theory, SWR, antenna types, LMR system components, and cellular/DAS fundamentals—mapped to ETA CET exam domains in RF and electronic communications. Students have 90 minutes; no open-book aids except the provided dB formula sheet. Standard met · Safety · Time · Quality/finish · Documentation
Coaxial Termination and Antenna Installation Skills Demonstration	Skills demonstration	45%	All critical items on the skills checklist marked satisfactory; no more than one non-critical item marked needs improvement	Each student independently terminates a specified coaxial cable with an N-type connector, verifies continuity, and measures insertion loss (must be at or below manufacturer maximum), then installs and grounds an antenna on the practice mast using correct PPE and torque—evaluated by instructor in real time against a published skills checklist. Standard met · Safety · Time · Quality/finish · Documentation
RF Lab Log Portfolio	Log	15%	80% aggregate score across all lab-log entries (at least 10 of 12 lessons with recorded data, within-spec results, and complete documentation)	Students maintain a running lab log throughout the course recording all measurements, calculations, instrument settings, and observations from every lab and field lesson; the complete log is reviewed at course end for accuracy, completeness, and professional format, with each entry scored on a four-point rubric for data accuracy, units, and conclusions. Standard met · Safety · Time · Quality/finish · Documentation
RF Safety Compliance Check	Safety audit	15%	100% of critical safety behaviors observed; any critical failure requires immediate remediation and re-evaluation before the student may continue	During the antenna installation field lesson and at least one additional lab, the instructor uses a standardized safety observation form to verify that the student correctly dons and inspects fall-protection PPE before ascending, follows the written LOTO procedure for any energized transmitter work, and stays outside the calculated RF exclusion zone—all three behaviors are critical pass/fail items with no partial credit. Standard met · Safety · Time · Quality/finish · Documentation

TEC-ELEC48-07 Capstone

Capstone Project: Integrated Electronics and Telecom System Build

162 hr · ~~$1,620~~ COMPLIMENTARY

Students design, build, test, document, and defend a complete working electronics and telecommunications system that integrates skills from circuits, soldering, fiber optics, structured cabling, and RF. The capstone simulates real industry deliverables including a bill of materials, test records, as-built drawings, and a formal oral defense before a panel. Lessons map directly to ETA FOI/FOT, ETA CET, and BICSI Installer exam competency areas.

Outcomes

Design an integrated electronics/telecom system from a written scope of work, producing a schematic, block diagram, and bill of materials that meet project specifications
Build and terminate the physical system—including soldered circuits, fiber optic connectors, and structured cabling runs—to industry workmanship standards with all safety controls (LOTO, PPE) in place
Test and verify system performance using appropriate instruments (OTDR, cable certifier, multimeter, spectrum analyzer) and record pass/fail results against acceptance criteria
Produce a complete as-built documentation package including drawings, test data sheets, change log, and a safety and compliance checklist
Identify and resolve at least two deliberately introduced faults using systematic troubleshooting methodology and document the corrective actions taken
Deliver a clear oral defense of design decisions, test results, and lessons learned to a technical review panel, responding accurately to examiner questions

Course text

How the course runs. 4 blocks: Project Scoping, Design, and Planning; System Build and Termination; System Testing, Verification, and Fault Resolution; As-Built Documentation and Oral Defense Preparation.

What competent looks like. Design an integrated electronics/telecom system from a written scope of work, producing a schematic, block diagram, and bill of materials that meet project specifications. Build and terminate the physical system—including soldered circuits, fiber optic connectors, and structured cabling runs—to industry workmanship standards with all safety controls (LOTO, PPE) in place. Test and verify system performance using appropriate instruments (OTDR, cable certifier, multimeter, spectrum analyzer) and record pass/fail results against acceptance criteria. Produce a complete as-built documentation package including drawings, test data sheets, change log, and a safety and compliance checklist. Identify and resolve at least two deliberately introduced faults using systematic troubleshooting methodology and document the corrective actions taken. Deliver a clear oral defense of design decisions, test results, and lessons learned to a technical review panel, responding accurately to examiner questions.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Project Scoping, Design, and Planning	36	theory	Given a written scope of work, the student produces a complete project design package—schematic, block diagram, bill of materials, and work plan—that is technically accurate and ready for peer review.	Analyze a provided scope of work (simulating a customer request for a small office telecom and electronics installation) and identify all deliverables, signal paths, and compliance requirements; record findings in a structured design brief Draft a hand-drawn and CAD-assisted block diagram showing the RF receive chain, structured cabling backbone, fiber optic links, and powered circuit subassembly, then transfer the circuit portion to a proper schematic with component values and reference designators Build a complete bill of materials spreadsheet with part numbers, quantities, unit costs, and lead times, and produce a Gantt-style work plan allocating the remaining capstone hours across build, test, troubleshooting, and documentation phases	Scope-of-work handout, graph paper, pencils, free CAD tool (KiCad or equivalent), spreadsheet software, BICSI TDMM (current edition) for cabling design reference, ETA CET study guide for circuit design conventions, calculator	Instructor reviews the design package against a 20-point rubric covering completeness, technical accuracy, code compliance references, and BOM accuracy; student must score 15/20 (75%) to proceed to the build phase
2	System Build and Termination	60	lab	Following the approved design package, the student constructs the full integrated system—soldered PCB subassembly, copper structured cabling runs, and fiber optic terminations—to industry workmanship standards with all LOTO and PPE controls applied throughout.	Solder the circuit subassembly (a practical DC power distribution and signal conditioning board) using through-hole and surface-mount techniques; inspect solder joints against IPC J-STD-001 workmanship criteria and correct any cold joints, bridges, or lifted pads before moving on Install and terminate a four-drop Cat 6 structured cabling run in a rack-and-patch-panel configuration following TIA-568 wiring standards, dress and label all cables, and mount a patch panel and two-post rack section per BICSI installation practices Terminate six multimode fiber optic connectors (three SC and three LC) using both pre-polished/splice-on and epoxy-and-polish methods, clean end faces with appropriate tools, and inspect with a fiber optic inspection scope before mating	Soldering station, fume extractor, IPC J-STD-001 reference card, SMD rework station, PCB and component kit, Cat 6 cable, patch panel, keystone jacks, punch-down tool, cable staples, label maker, multimode fiber jumper stock, SC and LC connector kits, polishing film and puck, fiber optic inspection scope (200–400×), isopropyl alcohol, lint-free wipes, safety glasses, ESD wrist strap, LOTO locks and tags	Instructor performs a workmanship walk-through at three hold points (after soldering, after copper termination, after fiber termination) using a checklist derived from IPC J-STD-001 and BICSI/TIA standards; each hold point requires zero critical defects and fewer than three minor defects to continue
3	System Testing, Verification, and Fault Resolution	42	lab	The student tests the completed system with appropriate instruments, records all results against the project's acceptance criteria, isolates and corrects at least two instructor-introduced faults, and produces a signed test record package.	Perform full copper cabling certification on all four drops using a cable certifier set to TIA Cat 6 limits; record wiremap, length, insertion loss, NEXT, and return loss results; any failing parameters must be diagnosed and re-terminated before re-test Characterize the fiber optic links using an optical power meter and light source, then run an OTDR trace on at least one link to locate and record splice and connector events; compare measured insertion loss against the link loss budget calculated in the design phase Diagnose two faults introduced by the instructor (one in the copper or circuit portion, one in the fiber or RF chain) using a systematic half-split troubleshooting method; document the fault symptom, test sequence, root cause, and corrective action on a standard fault report form	Cable certifier (e.g., Fluke DSX or equivalent) with Cat 6 test limit loaded, optical power meter and stabilized light source, OTDR with multimode launch cable, spectrum analyzer or signal generator/meter for RF chain check, multimeter, oscilloscope, fault report forms, test data log sheets, pencils, laptop for data upload	All copper drops must show a PASS result on the certifier printout; fiber insertion loss must be within the design budget (typically ≤ 3.5 dB for a short multimode link); both fault reports must correctly identify root cause and corrective action—instructor scores fault reports on a 10-point rubric requiring 7/10 (70%) on each
4	As-Built Documentation and Oral Defense Preparation	24	practice	The student compiles a complete as-built documentation package and rehearses a structured 15-minute technical defense presentation that accurately explains design choices, test outcomes, and lessons learned.	Update all drawings and the BOM to reflect as-built conditions (any field changes, substituted parts, or re-routed cable paths), assemble the full package—cover sheet, block diagram, schematic, cable schedule, fiber loss budget, test data printouts, fault reports, safety/compliance checklist, and change log—and bind it in the order specified by the project documentation standard handout Prepare a 15-slide maximum defense presentation covering: scope summary, design rationale for key decisions, build challenges encountered, test results vs. acceptance criteria, fault resolution narrative, and three lessons learned; rehearse with a peer reviewer using a provided examiner question bank drawn from ETA CET, ETA FOI/FOT, and BICSI Installer competency areas Conduct a formal mock defense in front of at least two classmates acting as panel members who ask questions from the examiner question bank; record the session and self-evaluate using the oral defense rubric to identify any technical gaps before the graded defense	As-built drawing set, test data printouts, fault reports, word processor and presentation software, printer, binder with dividers, examiner question bank handout (instructor-prepared, drawing from ETA CET electronics theory, ETA FOI/FOT fiber optics, and BICSI cabling competency areas), oral defense rubric, video recording device or laptop camera	Instructor reviews the draft documentation package against a 15-point checklist (all required sections present, drawings updated, test data complete, safety checklist signed) and requires 12/15 (80%) before the student is cleared to present the graded oral defense

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Integrated System Build and Test Project	Project	60%	75% overall on the project rubric, with no critical safety violations and all copper and fiber acceptance tests showing a certified PASS result	The instructor evaluates the physical system across four weighted categories: design package quality (25%), build workmanship (30%), instrument-verified test results (30%), and safety practice throughout (15%); any critical safety violation (energized work without authorization, missing LOTO) results in an automatic incomplete regardless of other scores. Meets specification · Within estimate · Workmanship · Safety · Documentation
As-Built Documentation Portfolio	Portfolio	20%	80% on the documentation checklist rubric, with all required sections present and test data complete and legible	The complete as-built binder—cover sheet, updated drawings, BOM, cable schedule, fiber loss budget, certified test printouts, fault reports, safety and compliance checklist, and change log—is evaluated against a 15-point checklist for completeness, accuracy, and professional presentation; the portfolio must be submitted before the oral defense is scheduled. Completeness · Organization · Evidence quality
Technical Oral Defense	Oral / panel	20%	75% on the oral defense rubric, with at least 60% correct responses to panel examiner questions	The student delivers a maximum 15-minute structured presentation to a two-person panel (instructor plus one industry guest or senior instructor), then answers up to 10 minutes of technical questions drawn from ETA CET electronics theory, ETA FOI/FOT fiber optics competencies, and BICSI Installer cabling standards; the rubric scores clarity of explanation, technical accuracy, ability to defend design decisions, and professional communication. Explains decisions · Answers technical questions · Professional communication

TEC-ELEC48-08 Externship / clinical

Externship / Worksite Placement

243 hr · ~~$970~~ COMPLIMENTARY

Students complete 243 supervised hours at an approved electronics or telecommunications employer site, applying circuit analysis, soldering, fiber-optic splicing, structured cabling, and RF skills in live production or service environments. A credentialed industry mentor evaluates performance against trade-standard benchmarks, and students document every shift in a professional worksite log. This placement bridges classroom training to the expectations of entry-level employment and provides verified field hours that support ETA and BICSI credential applications.

Outcomes

Perform assigned electronics or telecom technician tasks—including cable termination, fiber splicing, circuit troubleshooting, or RF equipment setup—to employer quality standards under direct supervision.
Apply lockout/tagout procedures, PPE selection, and site-specific safety protocols on every shift without prompting.
Maintain a complete, legible daily worksite log recording tasks performed, tools used, safety actions taken, and questions raised, totaling the full placement hours.
Demonstrate professional workplace behavior—punctuality, communication, and task follow-through—as rated satisfactory or above on the employer evaluation rubric.
Identify and describe at least three ways the externship site's real-world practices align with or extend what was taught in courses 2 through 7 of this program.
Compile a portfolio-ready externship summary report that connects field experience to ETA CET, ETA FOI/FOT, and BICSI Installer exam domains.

Course text

How the course runs. 4 blocks: Pre-Placement Orientation: Site Safety, Expectations, and Documentation Systems; Supervised Trade Tasks: Cabling, Fiber, Electronics, and RF Work; Midpoint Check-In and Worksite Log Review; Externship Summary Report and Credential Connection Debrief.

What competent looks like. Perform assigned electronics or telecom technician tasks—including cable termination, fiber splicing, circuit troubleshooting, or RF equipment setup—to employer quality standards under direct supervision. Apply lockout/tagout procedures, PPE selection, and site-specific safety protocols on every shift without prompting. Maintain a complete, legible daily worksite log recording tasks performed, tools used, safety actions taken, and questions raised, totaling the full placement hours. Demonstrate professional workplace behavior—punctuality, communication, and task follow-through—as rated satisfactory or above on the employer evaluation rubric. Identify and describe at least three ways the externship site's real-world practices align with or extend what was taught in courses 2 through 7 of this program. Compile a portfolio-ready externship summary report that connects field experience to ETA CET, ETA FOI/FOT, and BICSI Installer exam domains.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	Pre-Placement Orientation: Site Safety, Expectations, and Documentation Systems	15	theory	Given the employer site's safety plan and program externship requirements, the student correctly identifies site hazards, emergency procedures, and documentation obligations before the first unsupervised task.	Review the host employer's site-specific safety orientation materials (confined space awareness, electrical hazard zones, PPE requirements, emergency exits) and complete the employer's sign-off checklist. Complete a program-issued externship agreement review session with the instructor and employer mentor that covers attendance policy, log format, grading rubric, and the midpoint check-in schedule. Set up the physical or digital worksite log binder—using the program's standardized daily log template—and complete a sample entry for day one describing the site layout, assigned mentor, tools issued, and safety observations made.	Employer site safety orientation packet, program externship agreement, daily worksite log template (paper or approved digital form), PPE issued by employer (hard hat, safety glasses, ESD wrist strap as applicable), OSHA 10 card (student's own, earned in Course 1)	Student presents a completed day-one log entry and signed employer safety orientation checklist to the program instructor within the first five scheduled shift hours; both documents must be complete and legible to proceed to unsupervised tasks.
2	Supervised Trade Tasks: Cabling, Fiber, Electronics, and RF Work	180	field	Working under direct mentor supervision, the student performs entry-level electronics or telecom technician tasks—drawn from at least three of the following areas: copper cabling termination and testing, fiber-optic splicing or polishing, PCB-level inspection or rework, structured cabling installation, or RF equipment staging—meeting the employer's acceptance criteria on each completed task.	Execute assigned daily production or service tasks (examples: pulling and terminating Cat 6 cable runs, cleaning and inspecting fiber connectors with an optical fiber scope, reflowing or inspecting solder joints on a PCB rework bench, labeling and testing completed cable segments with a cable certifier) and record each task in the daily log with tool names, measurement results, and pass/fail outcomes. Participate in at least two employer team meetings or job-site walk-throughs during the placement, taking notes on project scope, safety tailboards, scheduling, and quality checkpoints, then summarize each meeting in the worksite log. Request and document at least five mentor feedback sessions—one per approximately 36 field hours—in which the mentor evaluates a specific completed task against trade standards (TIA cabling standards, IPC-J-STD-001 solder quality, OSHA electrical safety rules) and the student writes a corrective action or confirmation note in the log.	Tools and test equipment provided or approved by employer (examples: cable certifier, OTDR, fusion splicer, multimeter, soldering station, label printer, coax stripper and crimper), employer work orders or traveler documents, daily worksite log, TIA-568 quick-reference card, IPC-J-STD-001 acceptable-quality visual guide	Employer mentor rates each major completed task on the program's 4-point task rubric (1 = unacceptable, 2 = needs improvement, 3 = meets standard, 4 = exceeds standard); student must average 3.0 or higher across all rated tasks recorded by the midpoint check-in (approximately hour 90) and maintain or improve that average by placement end.
3	Midpoint Check-In and Worksite Log Review	8	practice	At the midpoint of the placement, the student presents a complete, accurate worksite log covering all hours to date and identifies specific skill gaps and learning goals for the remaining placement period.	Submit the worksite log to the program instructor for review; the instructor audits entries for completeness, legibility, recorded measurement values, and safety documentation, then returns written feedback within one week. Complete a structured three-way conversation (student, employer mentor, program instructor—in person or by video call) using the program's midpoint evaluation form, reviewing task ratings, attendance, and professional behavior scores. Write a one-page midpoint self-assessment identifying two skills strengthened during the first half, one area still needing improvement, and a specific plan (tasks to request, questions to ask the mentor) for addressing that gap in the remaining hours.	Worksite log binder, program midpoint evaluation form, midpoint self-assessment template, video conferencing tool if remote check-in is required	Log entries for all hours completed to date are present, legible, and include required fields (date, shift duration, tasks, tools, measurements, safety notes) with no more than two incomplete entries; midpoint evaluation form is signed by all three parties; self-assessment is submitted and accepted by instructor.
4	Externship Summary Report and Credential Connection Debrief	40	practice	Upon completing all placement hours, the student writes a structured externship summary report that connects documented field experience to specific ETA CET, ETA FOI/FOT, and BICSI Installer exam domains, and presents key findings in a brief oral debrief with the program instructor.	Draft a 3–5 page externship summary report organized into four sections: (1) site and role description, (2) task inventory with tool and test-equipment list, (3) a crosswalk table mapping at least six performed tasks to their corresponding ETA CET subject areas (e.g., DC/AC circuits, test equipment use), ETA FOI/FOT competencies (e.g., fiber identification, connector termination, loss testing), or BICSI Installer domains (e.g., cable pathway installation, administration and labeling), and (4) a reflection on professional growth and remaining skill gaps. Compile the final, complete worksite log and attach the signed employer end-of-placement evaluation form; verify that total logged hours equal or exceed the required 243 hours. Deliver a 10-minute oral debrief to the program instructor (slides optional) covering the three most significant tasks performed, one safety situation encountered and how it was handled, and one recommendation the student would offer to future externship students at the same or similar site.	Complete worksite log, employer end-of-placement evaluation form, externship summary report template, ETA CET exam outline (ETA International published blueprint), ETA FOI/FOT exam outline, BICSI Installer exam content outline, word processor, presentation software (optional)	Summary report crosswalk table contains at least six valid task-to-credential-domain mappings with brief evidence statements; total logged hours are verified at 243 or more; employer evaluation form is signed and on file; oral debrief covers all three required topics; overall report is accepted by instructor as meeting the program's writing rubric at the 'meets standard' level or above (score of 3 of 4 or higher on each rubric dimension).

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Employer End-of-Placement Skills Evaluation	Skills demonstration	70%	Employer mentor ratings average 3.0 or higher (on a 4-point scale) across all evaluated task categories, and no individual required category (safety compliance, work quality, professionalism) is rated below 2; signed form must be on file.	The host employer's credentialed mentor completes the program's standardized end-of-placement evaluation form, rating the student on task quality across the trade areas practiced at the site (cabling, fiber, electronics assembly/troubleshooting, or RF staging), safety compliance on every shift, communication and professionalism, and ability to apply feedback. This evaluation constitutes the primary skills demonstration assessment for the externship course and is used as supporting documentation for ETA and BICSI credential application files where field-experience evidence is required. Competency · Safety · Attendance · Conduct · Initiative
Worksite Log and Externship Summary Report	Log	30%	All 243 placement hours are documented in the log with required fields completed for each entry (no more than two entries with minor omissions acceptable); the summary report earns a score of 3 or higher on each dimension of the program's 4-point writing rubric, and the credential crosswalk table contains at least six valid, evidence-supported task-to-domain mappings.	The student submits the complete daily worksite log—covering every shift from orientation through the final day—together with the 3–5 page externship summary report that maps field tasks to ETA CET, ETA FOI/FOT, and BICSI Installer exam domains. The instructor reviews both documents for completeness, accuracy of technical vocabulary, quality of the credential crosswalk analysis, and professional writing standards; the log also serves as the primary attendance and hour-verification record for the course. Complete · Verified

TEC-ELEC48-09 Exam prep

Certification Exam Preparation: ETA FOI/FOT, ETA CET, and BICSI Installer

68 hr · ~~$680~~ COMPLIMENTARY

This course systematically reviews every content domain tested on the ETA FOI/FOT, ETA CET, and BICSI Installer credential exams through targeted lessons mapped directly to published exam competency areas. Learners practice timed, full-length mock exams under realistic conditions and receive item-by-item feedback to close knowledge gaps before sitting for live credentials. Study strategies, question analysis techniques, and exam-day logistics are embedded throughout.

Outcomes

Correctly answer practice questions in all ETA CET exam domains—DC/AC theory, semiconductors, digital electronics, and systems troubleshooting—at a rate of 75% or better on full-length mock exams.
Correctly answer practice questions in all ETA FOI/FOT exam domains—fiber optic theory, installation, splicing, testing, and safety—at a rate of 75% or better on full-length mock exams.
Correctly answer practice questions in all BICSI Installer exam domains—cabling standards, pathway and space requirements, grounding, copper and fiber termination, and testing—at a rate of 75% or better on full-length mock exams.
Apply elimination strategies and time-management techniques to complete timed credential-style exams within the allotted period while maintaining accuracy.
Identify personal weak domains from mock-exam score reports and complete targeted remediation using course and externship materials.
Demonstrate readiness for live credential testing by achieving a composite mock-exam pass rate at or above the documented passing threshold for each targeted credential.

Course text

How the course runs. 4 blocks: ETA CET Domain Review: DC/AC Theory, Semiconductors, and Digital Electronics; ETA FOI/FOT Domain Review: Fiber Optic Theory, Installation, Testing, and Safety; BICSI Installer Domain Review: Cabling Standards, Pathways, Copper and Fiber Termination, and Testing; Full Mock Credential Exams, Score Analysis, and Final Remediation.

What competent looks like. Correctly answer practice questions in all ETA CET exam domains—DC/AC theory, semiconductors, digital electronics, and systems troubleshooting—at a rate of 75% or better on full-length mock exams. Correctly answer practice questions in all ETA FOI/FOT exam domains—fiber optic theory, installation, splicing, testing, and safety—at a rate of 75% or better on full-length mock exams. Correctly answer practice questions in all BICSI Installer exam domains—cabling standards, pathway and space requirements, grounding, copper and fiber termination, and testing—at a rate of 75% or better on full-length mock exams. Apply elimination strategies and time-management techniques to complete timed credential-style exams within the allotted period while maintaining accuracy. Identify personal weak domains from mock-exam score reports and complete targeted remediation using course and externship materials. Demonstrate readiness for live credential testing by achieving a composite mock-exam pass rate at or above the documented passing threshold for each targeted credential.

Lessons · 4 blocks

#	Lesson	Hr	Type	Objective	Activities	Materials	Check
1	ETA CET Domain Review: DC/AC Theory, Semiconductors, and Digital Electronics	18	theory	Students will answer ETA CET practice questions across the DC/AC circuits, semiconductor devices, and digital electronics domains at a minimum 75% correct rate on a timed domain quiz.	Instructor-led rapid-review lecture covering Ohm's Law, Kirchhoff's laws, RC/RL/RLC circuits, diode and transistor operation, and Boolean logic gates, with each concept immediately followed by two to four representative CET-style questions answered and explained as a group. Students complete a 60-question, timed domain diagnostic (20 questions per domain) drawn from ETA CET practice question banks, then self-score and plot results on a personal weakness map that highlights which sub-topics need additional study. Small-group study stations rotate through three tables—one per domain—where students quiz each other using printed flash cards, work through Ohm's Law and voltage-divider calculation drills, and trace logic-gate truth tables on whiteboards until every member scores 75% or better on a five-question spot check at each station.	ETA International CET Study Guide (current edition), ETA CET practice question bank (printed sets and/or ETA online practice portal), scientific calculators, whiteboard and markers, personal weakness-map worksheet, flash-card sets for semiconductor symbols and digital logic	Timed 60-question domain diagnostic scored immediately; pass = 75% correct (45/60) overall with no single domain below 70%; students below threshold receive a written remediation plan before Lesson 2.
2	ETA FOI/FOT Domain Review: Fiber Optic Theory, Installation, Testing, and Safety	18	lab	Students will answer ETA FOI/FOT practice questions covering light propagation, fiber types, connector termination, OTDR interpretation, optical loss budgets, and fiber-optic safety at a minimum 75% correct rate on a timed domain quiz.	Instructor walks through the FOI/FOT exam blueprint topic by topic—refractive index and numerical aperture, single-mode vs. multimode fiber, connector types (LC, SC, ST), fusion vs. mechanical splicing, OTDR trace reading, insertion-loss and return-loss measurement, and laser safety per applicable safety standards—pausing after each cluster for students to answer two CET/FOI-style questions on mini whiteboards and hold them up simultaneously for instant feedback. Students complete a 50-question timed FOI/FOT practice exam, then review every incorrect answer against the FOI/FOT Body of Knowledge document, writing a one-sentence explanation of the correct concept in their own words for each missed item. Hands-on reinforcement lab: students rotate through three bench stations—(1) inspect and clean LC and SC connectors with IEC-compliant fiber inspection microscope, measure insertion loss with optical power meter and light source, and compare to a given loss budget; (2) interpret two printed OTDR traces to locate events and calculate distances and loss values; (3) review laser safety labeling, don appropriate PPE (safety glasses rated for the laser class in use), and practice lockout/tagout of the fiber test equipment—then answer a ten-question station quiz with 75% required to advance.	ETA International FOI Study Guide and FOT Study Guide (current editions), ETA FOI/FOT practice question bank, optical power meter, stabilized light source, fiber inspection microscope, IEC-compliant cleaning supplies, printed OTDR traces (sample set), LC/SC/ST patch cords and bare fiber samples, laser-safety PPE (appropriate safety glasses), lockout/tagout kit, FOI/FOT Body of Knowledge document	Timed 50-question practice exam scored immediately; pass = 75% correct (38/50); ten-question station quiz at lab benches scored 75% or better; students failing either check receive targeted remediation assignment mapped to the specific FOI/FOT domain before Lesson 3.
3	BICSI Installer Domain Review: Cabling Standards, Pathways, Copper and Fiber Termination, and Testing	14	theory	Students will answer BICSI Installer practice questions covering ICT cabling standards, pathway and space requirements, grounding and bonding principles, copper and fiber termination procedures, and cable testing at a minimum 75% correct rate on a timed domain quiz.	Instructor-led review of the BICSI Installer exam content outline, walking through each domain: TIA/ANSI structured cabling standards hierarchy, horizontal and backbone cabling distances, telecommunications room requirements, grounding and bonding for ICT systems, Category 6/6A copper termination sequence and pair mapping at 110-style and keystone jacks, fiber connector installation, and field testing parameters (wiremap, insertion loss, NEXT, return loss)—each section illustrated with the exact type of diagram or exhibit that appears in BICSI exam questions. Students complete a 60-question timed BICSI Installer practice exam, self-score using the answer key, and categorize every wrong answer by domain on a structured error-log form, then in pairs explain the correct answer to each other using the BICSI Installer Series manual or TDMM excerpts as reference. Practical reinforcement: students terminate a six-port Category 6 patch panel and matching keystone jacks following TIA-568 T568B pin assignment, then test each link with a cable qualifier/certification tester, recording wiremap, length, and pass/fail results on a structured cabling test-results form—simulating the documentation task tested on the BICSI exam; instructor evaluates workmanship and documentation accuracy.	BICSI Installer Series manual (current edition) or BICSI TDMM excerpts relevant to installer-level content, BICSI Installer practice question bank, TIA-568 standard summary reference card, Category 6 patch panel and keystone jacks, 110-style punch-down tool, cable certification/qualification tester, Category 6 patch cable samples, test-results documentation form, grounding and bonding reference diagrams	Timed 60-question practice exam scored immediately; pass = 75% correct (45/60) with no domain below 70%; termination and testing lab checked by instructor for correct T568B pinout, acceptable workmanship, and accurate test-results documentation—any failed port must be re-terminated and retested before lesson is marked complete.
4	Full Mock Credential Exams, Score Analysis, and Final Remediation	18	practice	Students will complete full-length, timed mock exams simulating the ETA CET, ETA FOI/FOT, and BICSI Installer credentials, analyze their score reports to identify residual weak areas, complete targeted remediation, and demonstrate overall readiness for live credentialing.	Students sit three complete, timed mock exams on separate half-days in exam conditions (no notes, no phones, timer enforced): a full-length ETA CET mock exam, a full-length ETA FOI/FOT mock exam, and a full-length BICSI Installer mock exam; answer sheets are scored immediately after each session and results are recorded on a three-credential score summary sheet. Individual score-report conference with instructor: each student reviews their three score summaries, identifies any domain still below the passing benchmark, and drafts a written one-page targeted study plan with specific topics, resources, and a self-imposed study schedule to close remaining gaps before scheduling live exams. Whole-class debrief session where the instructor presents the ten most commonly missed items across all three credentials from that cohort's results, works through each item step-by-step on the whiteboard, and allows students to ask clarifying questions; session ends with a 20-question rapid-fire mixed-credential mini-quiz to confirm improved understanding, with each student reporting their score aloud and celebrating progress.	Full-length ETA CET mock exam set (printed or electronic, ETA practice portal), full-length ETA FOI/FOT mock exam set, full-length BICSI Installer mock exam set, three-credential score summary worksheet, individual study-plan template, timers, pencils, scratch paper, all prior course reference materials available for post-exam review only	Pass standard for this lesson: 75% or better on each of the three full mock exams (ETA CET, ETA FOI/FOT, and BICSI Installer); students who do not meet 75% on any credential mock exam must complete the written targeted study plan and may request one additional instructor-facilitated review session before scheduling the live credential exam—instructor documents readiness determination in the student record.

Assessments

Assessment	Type	Weight	Pass standard	Method & rubric
Three-Credential Full Mock Exam Battery	Mock certification exam	100%	75% or higher on each of the three full-length mock exams (ETA CET, ETA FOI/FOT, BICSI Installer) administered independently under timed, closed-book, exam-condition protocols	Students sit three complete, independently timed mock exams—one for each target credential—under conditions that replicate the live testing environment, including no reference materials, enforced time limits, and individual proctoring. Scores are analyzed by domain, deficiencies are documented, and a readiness determination is recorded for each credential before the student is cleared to schedule the corresponding live certification exam. Score · Time management

Program completion

External credential: BICSI Installer; ETA CET; ETA FOI/FOT

Students sit the ETA International Fiber Optic Installer (FOI) and/or Fiber Optic Technician (FOT) exams and the ETA Certified Electronics Technician (CET) exam, both administered by Electronics Technicians Association International, as well as the BICSI Installer exam administered by BICSI. Pass standard: Credential issued by the body.

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